wf^^ 











PRESENTED BY 




ELMER ELLSWORTH BROWN, PH.D., LL.D. 

Seventh Chancellor of the University 



■ 6 



BOOK OF THE 
INAUGURATION 







CONTENTS 



PAGE 

CHROXICLE OF THE IXSTALLATIOX 3 

THE MORXIXG EXERCISES . . . 
Address on Behalf of the Corporation 
Letter of Appointment .... 

The Indl'ction 

The Inaugural Address .... 
Address of the Chancellor Emeritu 
Address of the Senior Dean- 
Address OF THE Senior Class Orator 
Address of the Senior Alumnus . 

THE AFTERXOOX EXERCISES . . 
Address of Welcome to the Delegates 
Response by Commissioner Andrew S. Draper 
Response by His Honor, William J. Gaynor. ]\Iayor 
Response by United States Senator Elihu Root 
Response by President Harry Pratt Judson 
Response by President Ed.mund Janes Ja^ies . 
Response by President 2^1 ary Emma Woolley . 
Response by Chancellor James Ha^ipton Kirkland 
Response by Ambassador Ja:\ies Bryce 
Response by Lord Rector Andrew Carnegie . 
Response by Justice William Renwick Riddell 

THE IXAUGURAL DIXXER 

Letters from President Taft and Commissioner Clax 
Response by Chancellor Elmer E. Brown- 
Response BY Professor Paul H. Han us of Harvard 
Response by President Arthur Twining Hadley of Yale 
Response by Professor William F. ]\Iagie of Princeton- 
Response by President X'icholas ^Iurray Butler of 

Colu^ibia 

Response by President Jacob Gould Schurman of Cornell 96 

LIST OF DELEGATES ..-.': loi 

GEXERAL IXAUGURATICvX» 'COALAHTTEE in 

CHAIR^IEX OF IXAUGURATIOX COAOIITTEES . .112 



Bin 

FEB 2 1911 



A BRIEF CHRONICLE 

OF THE INSTALLATION OF 

CHANCELLOR BROWN 

BY THE OFFICIAL CHRONICLER^ PROFESSOR E. G. SIHLER, PH.D. 

In recording the academic events of November 9th and 
loth, 1911, the writer almost instinctively feels in himself 
the attitude of a Janus and of the Janus face : looking both 
backward and forward. It was not long after the generosity 
of the late John Stewart Kennedy had made University 
Heights, with its superb site, its noble library and its large 
hopes, free of debt that Chancellor H. M. MacCracken laid 
down his burden. This service was begun not many years 
after the half century milestone of New York University had 
been passed, and lasted in all a little more than a quarter- 
century. He came soon after the crisis of 1881 ; and after 
one decade of service, in 1894 he removed the College and 
the School of Applied Science to University Heights, being 
a pathfinder, nay a pathmaker, into the newer and stronger 
life of New York University. During the one year of In- 
terregnum, 1910-1911, the current administration of the Uni- 
versity's affairs was entrusted to the Syndic of the Univer- 
sity, Dr. J. H. MacCracken, and that year of service was 
marked by the issuance of a report which exhibited with ad- 
mirable lucidity the financial status of the corporation as well 
as the literary and professional productivity of the academic 
teachers during the preceding half decade. 

In the latter part of April, 191 1, the friends as well as 
the intraparietal workers of New York University heard with 
profound interest and steadily increasing acceptance that 
the Committee of the Corporation had chosen Dr. Elmer 
Ellsworth Brown, the United States Commissioner of Edu- 
cation at Washington, to be the seventh Chancellor of New 
York University. As a matter of historical truth, he might 
be called the second one who almost from the beginning had 
been devoted to education exclusively, and, if the matter 
were pressed, tlie first one of all the seven who had labored 
himself in all the grades of education from the elementary 
work of the common scliools to the work of the Theory of 
Teaching in two of our foremost State universities (Michi- 
gan and California), the whole being crowned by five years 



4 NEW YORK UNIVERSITY 

of service at the head of the National Bureau of Education 
at Washington. 

The preparations for the installation had been carried on 
for some time and with a concerted effort of many heads and 
hearts. In fact, the present historian, whose concerns have 
extended to the full life of the eighty years of our New York 
University, from 1830 and 183 1 on, recalled no academic 
occasion whatever in that large period of time, either where 
the Alumni took so large and vigorous a part, or one which, 
through the participation of so large and so distinguished a 
number of our foremost institutions of learning wore and 
possessed so decidedly a quasi-national air of importance and 
interest. It seemed as if a universal activity had seized both 
Corporation and Alumni, and one was reminded of the noble 
words of a European poet : 

"And in onward, joyous movement 
All the forces stand revealed." 

And where so many worked with willing devotion, it would 
be virtually impossible to name them even, but the initiative 
and the generous spirit of William M. Kingsley, Esq., A.B., 
1883, Treasurer of the corporation, should be especially re- 
corded. Especial reference should also be made to the un- 
tiring efforts of the Director of Ceremonies, Edward 
Hagaman Hall, L.H.M., L.H.D., who arranged many of the 
features of the program and who was the author of the 
form used in the Ceremony of the Induction. 

On Monday night, November 6th, the gymnasium, draped 
and adorned as never before in the prevailing tints of the 
Violet, saw a reception and ball by the undergraduates of 
University Heights in honor of the Chancellor and Mrs. 
Brown. 

The enumeration of delegates and institutions of learning 
represented by them will be found further on. Some one 
hundred and twenty institutions of learning were repre- 
sented, also the more recent foundations for scientific, aca- 
demic and social beneficence bearing the names of Mr. An- 
drew Carnegie, of Mr. John D. Rockefeller and Mrs. Russell 
Sage. Of this imposing number only the following Ameri- 
can institutions antedated 183 1, the year in which New York 
University received its charter, viz. : Bowdoin, University 
of Vermont, Middlebury, Brown, Yale, Trinity, Harvard, 
Amherst, Williams, Columbia, Union, Hamilton, the Uni- 
versity of the State of New York (as an administrative cor- 
poration representing the State directly), the University of 



THE INAUGURATION 5 

Pennsylvania, Princeton, Hampden-Sidney, and the Univer- 
sity of Virginia. The latter was founded by Thomas Jeffer- 
son, while his Secretary of the Treasury, Albert Gallatin, 
was for a short time, and at the beginning, the President of 
the Council of New York University. The second President 
of the same, Morgan Lewis, a former Governor of the State 
of New York, had often slept in the tent of George Washing- 
ton as the latter's adjutant. 

The procession of these one hundred and thirty delegates, 
in the official garb of academic robes, was given particular 
distinction by the bright scarlet of Oxford worn by the Right 
Honorable James Bryce, British Ambassador, whose services 
to the better self-knowledge of America have been and will 
be so beneficial, and by the personal presence and share in 
the exercises on the part of Mr. Andrew Carnegie, whose 
academic benefactions are known of all men. The exercises 
of the morning were felicitous in the symbolic functions at- 
tending the induction of the new Chancellor: the Secretary 
of the corporation presenting the great seal ; the Librarian 
of the Law School, the charter ; the Bursar of the Univer- 
sity offering the keys, and the Senior Professor in actual 
service, the Hon. Justice Isaac Frankhn Russell, bearing a 
massive silver torch especially presented to New York Uni- 
versity by Miss Helen Miller Gould, to whom University 
Heights and all of New York University is indebted for so 
great a part of its life and substance. The addresses of both 
forenoon and afternoon, as well as those at the banquet at the 
Hotel Astor, will be found in the body of this publication. 
That the inaugural address of Chancellor Brown must needs 
claim the largest share of attention for this brief historical 
notice, goes without saying. It is printed further on, but, 
even so, it has appeared wise to me to excerpt from it some 
aphorisms or other important passages. He quoted in modest 
self-depreciation a phrase from St. Paul : *T am, indeed, in 
the position of a wild olive which has been graffed into this 
good olive tree." — ''The first requirement of the University's 
organized research is the requirement, that it shall know the 
social fabric of which it forms a part." — "Even in our day, 
when the concentration of educational practice has pro- 
ceeded much further than in the second quarter of the nine- 
teenth century, our higher education is still largely on an 
individualistic and competitive basis. Our university spirit 
is still too largely the spirit of the clan." — ''Here is a world 
within municipal boundaries which is to be a light to itself 
and to the greater world beyond." — "The occasional outcry 



NEW YORK UNIVERSITY 



against the higher schools can no more check this progress 
than would a protest against Orion and the sweet influences 
of Pleiades." — ''Yet no one who has apprehended the germi- 
nal power of religion in human life can doubt that through 
all manner of change, and even through occasional estrange- 
ment, these two are destined to work together to the end." 
— ''It is a matter of wonder that the University should have 
been able to maintain so good a teaching standard on so 
small an outlay for instructors.'' 

The large banquet hall of the Hotel Astor was the scene 
of the Evening Reunion of Guests, Faculties and Alumni, 
Whether viewed socially or academically, it will stand out 
and stand by itself as quite the most impressive function 
in the eighty years of the life of New York University. It 
also is notable for the cordial felicitations uttered directly 
to Chancellor Brown by a delegate from Harvard, and by 
the Presidents of Yale, of Columbia, a delegate from Prince- 
ton (at this moment still without a president) and the Presi- 
dent of Cornell. Canada had spoken in the afternoon 
through a distinguished jurist, whose solidity of attainments 
was deepened by his strong grasp of the classics. Ladies 
added much grace and brightness to the vast assemblage. 
As to the Alumni, this great day was favored as none other 
had been ; for in the morning the Rev. Dr. Henry Bond 
Elliot of the class of 1840 had spoken, spoken with a clear 
and resonant voice. Even to see and hear a man who had 
seen all the Chancellors who guided our College and its his- 
tory during so great a part of a century was a rare pleasure. 
It was as if History herself and Time had taken human form 
and come before us. Medicine, Law, Graduate School, 
Pedagogy, Veterinary School, School of Commerce, Ac- 
counts and Finance, and especially the "Uptown Schools" 
were represented in the vast assemblage. In this brief sur- 
vey we must be content to mention, like some academic 
vintage of many years, the mere figures of graduation dates : 
'40, '43, '47, '48/'54, '56, '60, -'62, '63, '65, '69, '71, '72, '74, 
'75, '76, '78, '80, '82, and all succeeding classes. In fact, 
every interest was there, and everything was pulsating with 
joy and hope and beaming such sentiments from happy faces. 

The exercises of the second day, Friday, November loth, 
were held in the Auditorium at University Heights. Chan- 
cellor Brown presided. It was a convocation for educational 
discussion, details of which will be published in a later bul- 
letin. The themes assigned were largely concerned with the 
problems and functions of an urban university. The idea 



THE INAUGURATION 7 

of this discussion was a distant result of the very first gen- 
eral conference on the problems of higher education ever 
held in the United States. It was the so-called ''Convocation 
of Literary and Scientific Gentlemen, held in the Common 
Council Chamber of the City of New York, October, 1830." 
It was in the era of John Quincy Adams and Andrew Jack- 
son. That this important conference had its discussions duly 
recorded was largely owing to Mr. John Delafield. Many 
of the names of the participants have not lost any luster 
after eighty-one years. There were present Hodge and 
Patton of Princeton, SilHman and H. E. Dwight of Yale, 
Jared Sparks, Theodore Woolsey, Francis Lieber, John 
Trumbull, Dr. Emory, Gallaudet and Albert Gallatin. Letters 
were received from Judge Story, from Edward Everett and 
from George Bancroft. 

After eighty-one years another convocation was held; 
apart from many professors of New York University, the 
following institutions were represented : Harvard, Columbia, 
Union College, Brown, Vanderbilt, The Chautauqua Insti- 
tution, The Polytechnic Institute of Brooklyn, Wells Col- 
lege, Oberlin College, University of Vermont, the University 
of (the State of) Washington, Fordham University, the 
Normal College of the City of New York, Ohio State Uni- 
versity, Haverford College, the College of the City of New 
York, the Institute and Training School of Young Men's 
Christian Associations, Chicago, 111. Dr. Henry Leipziger, 
the enthusiastic organizer and Director of the Lectures for 
the People, took an important part in the discussions of the 
afternoon. 



THE MORNING EXERCISES 

The morning exercises opened with an academic pro- 
cession of more than 700 persons across the Campus, 
through the Hall of Fame, down Morse Walk to the Mall 
and thence into the Library. The procession was made up 
of four divisions. The first division consisted of the 
speakers, led by Honorary Marshal Edward E. McCall, 
LL.D., '84, Justice of the Supreme Court and President of 
the Alumni Association of the Law School, and the Govern- 
ing Bodies and Patrons of the University, led by Honorary 
Marshal Gerard B. Townsend, B.S., LL.B., '87. The 
second division consisted of the Delegates from Foreign In- 
stitutions, with DeWitt L. Pelton, Ph.D., '85 as Honorary 



NEW YORK UNIVERSITY 



Marshal, the Delegates from Institutions in the United 
States, led by Honorary ^Marshal Victor J. Dowling, LL.D., 
'90, Justice of the Supreme Court, and the National State 
and City Officials led by Honorary ^Marshall Ernest Hall, 
LL.D., '66, Ex-Justice of the Supreme Court. The third 
division included the faculties of the ten university schools 
marching in the order of the foundation of schools. The 
fourth Division consisted of the Honorary Alumni and 
Alumnae, the Alumni of Arts and Sciences and the Repre- 
sentatives of Classes of the University Schools, the Hon- 
orary Marshal of this division being David H. Ray, Sc.D., 
'02, Chief Engineer, Bureau of Buildings of the City of 
New York. As the head of the procession reached the li- 
brary porch, the columns divided while a countermarch was 
executed, the rear of the procession marching first into the 
library, the speakers entering last. 

The presiding officer of the morning exercises was Dr. 
George Alexander, President of the University Council. 
The Invocation was given by Dr. Francis Brown, Presi- 
dent of Union Theological Seminary. After a rendition of 
Handel's Largo by the organ and orchestra the chairman 
called upon Eugene Stevenson, Vice-President of the Coun- 
cil, for the first address of the morning. 



ADDRESS ON BEHALF OF THE CORPORATION 

"I\Ir. President, Ladies and Gentlemen : A pleasant and 
easy task has been assigned to me to-day. As the repres- 
entative of the Corporation of New York L'niversity I am to 
greet you and bid you welcome, and this I do with all my 
heart. And then I am to tell you in a fcAV words, what 
probably you all know already, why we are assembled here. 

We meet to inaugurate the seventh Chancellor of our 
University. Through eighty years of persistent and grind- 
ing toil this institution of learning has attained its present 
place of usefulness and power. The world at large will 
never know the stories of poverty, labor and self-sacrifice 
which are written with a pen of iron in our unread and 
unpublished chronicles. 

To-day the clouds have lifted and the sky is bright, and 
it may be (who knows?) that the immortal spirits of 
Frelinghuysen, Ferris, Draper, ]\Iartin, Alott and Pomeroy, 
and all their faithful associates in their work of love are 



THE INAUGURATION 9 

with us now, sharing our joy and hope, and giving us 
their tender, solemn benediction. 

We have had strong men to guide us in the past from 
Frehnghuysen to MacCracken. The achievements of the 
grand old man who has just laid down the burden of 
leadership will be written large in the history of New York 
University. But we live in the present, and to-day our 
eyes are turned upon the future. 

'Time is like a fashionable host, 

That slightly shakes his parting guest by the hand ; 
And with his arms outstretch'd, as he would fly, 
Grasps in the comer.' 

The coming man whom we grasp in our arms, the present 
Chancellor of New York University, is with us here to-day 
to be installed in the place of responsibility and power which 
he will occupy, we hope, for many, many years. 

The Corporation of the University with pride and con- 
fidence presents Elmer Ellsworth Brown as its Chancellor 
to its faculties, its students, its alumni, and to the great in- 
tellectual, social and religious world which is represented 
in the life of this great city. 

May I say in conclusion one word to the great loyal 
body of alumni of the University in all its departments. 
Give, I beg you, to the man whom we have chosen as your 
leader, your trust, your affection, your enthusiastic sup- 
port. Fellow alumni present here to-day, I boldly and 
urgently ask and claim on behalf of the University Corpora- 
tion, that you at all times hold up the hands of Chancellor 
Brown, stand by him, and especially try to cheer his heart 
in every hour of discouragement with the consciousness of 
your loving sympathy. 

The springs of life and usefulness of New York Uni- 
versity must rise from the lives and hearts and service of 
her children. If you and I, all the grateful sons and 
daughters of our Alma Mater, will give her and her new 
leader trustful and sympathetic support, the future history 
of New York University will be a record only of splendid 
and successful effort — of noble and lasting achievement — 
in that wide and beautiful field where men work for man- 
kind." 



10 NEW YORK UNIVERSITY 

THE LETTER OF APPOINTMENT 

The presiding officer called upon George A. Strong, Secre- 
tary of the Council, for the reading of the letter of appoint- 
ment. 

April 24, 191 1. 
Elmer Ellsworth Brown, Ph.D., LL.D., 
United States Commissioner of Education, 
Washington, D. C. 
Dear Sir: 

I have the honor to inform you that at a meeting of the 
Council of New York University, held April 24, 1911, you 
were unanimously elected to be Chancellor of the University, 
to succeed Henry Mitchell MacCracken, D.D., LL.D., 
whose resignation, accepted with sincere regret, took effect 
upon his seventieth birthday anniversary on the 28th of 
September last. 

In calling you to the office so brilliantly and successfully 
filled by one who, as Vice-Chancellor and Chancellor during 
a quarter of a century, has done so much to raise the Uni- 
versity to its present distinguished position among the 
educational institutions of our Country, we feel confident 
that his mantle will fall upon capable shoulders. 

Your own successful career as teacher and administrator, 
covering a period of thirty years, beginning in the public 
schools of the west, continuing in two of our well-known 
American universities, and for the last five years in the office 
of United States Commissioner of Education, has qualified 
you, we believe, to carry forward effectively the work of 
New York University, and to make you a worthy successor 
to your six predecessors in the Chancellorship. 

If it shall please you to accept this election, we shall be 
happy to have you enter upon the discharge of your duties 
on the 1st day of July next, and we will arrange for your 
public installation at some convenient date in the fall. 

Trusting that this invitation to a large field of usefulness 
in the Metropolis will appeal to you as a call to duty and will 
evoke your early acceptance, I remain, in behalf of the 
Council of the University, with assurances of our high 
esteem, 

Yours very truly, 

George A. Strong^ 
Secretary of the Council 
of New York University. 



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THE INAUGURATION 13 

THE INDUCTION 

After the reading of the letter of appointment the audi- 
ence was requested to stand while the ceremony of Induc- 
tion was performed. The Librarian of the Law School 
bearing the Charter and Statutes, the Secretary of the Coun- 
cil bearing the Great Seal, the Bursar bearing the Keys 
and the Senior Professor bearing the Torch, came forward 
and took their stand near the President of the Council, 
who spoke as follows : 

'Tlmer Ellsworth Brown, Doctor of Philosoph); and 
Doctor of Laws, the Council of New York University, 
exercising the authority vested in it by its Charter and 
Statutes, and reposing confidence in your character and 
ability, has elected you to the high and responsible office 
of Chancellor of the University, and has now summoned 
you to this presence, to the end that you may, before the 
Council and these witnesses, reaffirm your consent heretofore 
given and receive public confirmation of your authority. 

It is my duty, in behalf of the Council, representing the 
Government and Estate of the University, to charge you that 
you assume this office with firm resolution to devote your 
powers single-heartedly to the upbuilding of the University 
and to the moral and intellectual edification of those who 
enter within its gates. 

As Chancellor, you become the Executive Head of the 
University. As the Chairman of the Executive Committee, 
as a member of every Standing Committee, as the Head of 
each Faculty, as the medium of communication between each 
Faculty and the Council and between the Students and the 
Council, as the Supervisor of the performance of the work 
entrusted to subordinate officers and to those instructing the 
youth who enter these doors, your influence, as Counsellor 
and Friend, Leader and Helper, touches every part of the 
University's life. And when, in the fullness of time, the 
impress of this University has been stamped upon the char- 
acter of its students, it is your hand that bestows upon the 
graduates those outward testimonials and honors which alike 
betoken the privileges which they have enjoyed and stamp 
the seal of approval upon the work which the University has 
wrought in them. 

Seeing then the sacred nature of these duties, I ask of you, 
in the name of the Council of the University, do you remain 
steadfast in your purpose to assume these weight}- rcspon- 



14 NEW YORK rXI\-ZR5ITY 

sibilities, and do }ou in the presence of these witnesses 
ratify your consent to take upon you this office?"' 

Chaxcellor-elect : "I do." 

Presidext of the Couxcil : ''AVill you perform these 
duties in the spirit of sacrificing service to your fellow-men 
putting away all self-seeking,, and looking for the recompense 
of a g-ood conscience and the knowledsfe of a higfh steward- 
ship well and faithfully discharged?"'" 

Chaxcellor-elect : '"'I will, by God"s help."* 

Presidext of the Couxcil : "Then by the power dele- 
gated to me by the Council. I confirm you in the office of the 
Chancellor of the University, and confer upon you all the 
authority, rights, honors and insignia to that office pertain- 
ing:"' 

DELR-ERY OF CHARTER AXD STATUTES 

"And that }'0U may have a continuing remembrance of 
the high authorit}- of this Universit}' as a part of the educa- 
tional system of the State and of your privileges and 
responsibilities derived therefrom, I deliver to you a copy 
of the Charter granted by the State of Xew York and of 
the Statutes of the University made pursuant thereto, 
fervently praying that your labors may be richly fruitful 
in cultivating the objects for which the University was in- 
corporated." (Here the Librarian of the Law School came 
forward and delivered to the Chancellor the Charter and 
Statutes of the University.) 

DELIVERY OF GREAT SEAL 

"That you may Imow the sign by which, together with 
your signature, the official acts of the L'niversit}' are to be 
attested, I deliver to you the Great Seal of the University. 
As this sign encourages, with the motto '''Persfare et 
Praesfare/'' those who run in the uplifted light, so may your 
administration, in its impress upon those Avho here seek the 
prizes of wisdom and knowledge, inspire them, in their life 
course, to persist and excel in all that is good, and noble, 
and true of heart.'"' (Here the Secretary of the Council 
came forward and delivered to the Chancellor the Great Seal 
of the University.) 

DELn^ERY OF KEYS 

■'"'As a token of your jurisdiction over the material fabric 
of the Universit}', and a reminder that your manifold duties 
relate as well to its corporal growth as to its educational 
efficiency, I deliver to you the Keys of the L'niversity. ]\Iay 
vou so conserve the interests committed to vour care that 



THE INAUGURATION I5 

the University shall stand well-approved in the sight of men, 
and shall merit that support which is requisite for its main- 
tenance." (Here the Bursar came forward and delivered to 
the Chancellor the Keys of the University.) 

DELIVERY OF TORCH 

"But that you may not forget that the chief function of 
this Institution, the very reason for its being, is to enlighten 
the minds and kindle the aspirations of those who enter its 
precincts, I deliver to you this Torch as a symbol of your 
ministry to the informing spirit of the University. Under 
your guidance, may it continue to shine as a light set upon 
a hill, illuminating with true knowledge the minds of those 
who approach its sacred flame." (Here the Senior Profes- 
sor came forward and delivered the Torch to the Chan- 
cellor.) 

The President of the Council then turned to the assembly 
of witnesses and said : 

"Forasmuch as Elmer Ellsworth Brown, Doctor of Phi- 
losophy and Doctor of Laws, having been elected Chancellor 
of New York University, has accepted his election and 
promised faithfully to discharge the duties of that office, 
and has been duly invested with all the dignity, powers, 
privileges and insignia of Chancellor of the University, I 
require that all persons subordinate to the authority of the 
Chancellor yield him obedience as such. We crave for him 
and for the University the friendly support and sympathetic 
co-operation of the great community here represented, to 
the end that the University may fulfill to the utmost its 
functions as an instrument of human culture. And that it 
may be a power for the enlightenment and uplift of man- 
kind, whose beneficent influence may grow from generation 
unto generation, we invoke upon the relation now established 
the favor of Almighty God." 

THE INAUGURAL ADDRESS 

The audience having taken their seats the presiding officer 
introduced Elmer Ellsworth Brown, Seventh Chancellor of 
the University, who gave the following address : 

*Tt is fitting that one who assumes this high responsibility 
should pay his tribute of respect to the Fathers of the Uni- 
versity and declare his adherence to the principles which 
they builded into its foundation. Such a declaration would 
seem peculiarly appropriate when the incoming chancellor, 
as in the present instance, was not born into the family of 



l6 NEW YORK UNIVERSITY 

New York University, but has been adopted from the outer 
world. 

I am, indeed, in the position of a wild olive which has 
been graffed into this good olive tree. The outer world 
from whence I have come is that of educational institutions 
under governmental control, of which the most advanced 
scholastic representatives are the western state universities. 
Must that earlier allegiance then be forsworn in entering 
upon these newer relations ? After many years of service in 
the Universities of Michigan and California, which I have 
come to hold in deep reverence and affection, such a sever- 
ance of the old ties would not only be personally painful: 
it might seem to indicate a certain lack of academic prin- 
ciples and loyalty on the part of him who should make the 
change. 

Let it be said, then, at the outset, that the reason why 
a man may come with so great freedom into New York 
University from the state universities of the West, is that 
he may bring his convictions with him. The essential spirit 
of those universities has been conspicuously present in this 
institution from the beginning. Both its earlier and its later 
history, indeed, is full of that sense of public duty and 
responsibility which has gained for the state universities their 
present influence and leadership. These institutions are alike 
in interpreting their public obligation as an obligation to the 
whole people. It is not too much to say that some of the 
earliest and clearest utterances setting forth this more mod- 
ern conception of academic service, were those which ac- 
companied the founding of the University of the City of 
New York. 

The institution was to be established 'on a liberal foun- 
dation, which shall correspond with the spirit and wants of 
our age and country, which shall be commensurate with our 
great and growing population, and which shall enlarge the 
opportunities of education.' It was proposed at the very 
beginning that ample provision should be made for the cus- 
tomary classical and professional education ; but that there 
should be added thereto an opportunity for training for 
agricultural, commercial, and the higher mechanical pur- 
suits, together with other provision for other needs which 
the scholastic tradition had failed to meet. 

The most advanced ideal of our state universities has been 
set forth by President Van Hise, of the University of 
Wisconsin, who has said of that institution that it proposes 
to render to the state every needed educational service for 



THE INAUGURATION 1/ 

which it shall be found the fittest instrument. It would be 
hardly more than the reiteration of a fundamental principle 
of New York University to say that this foundation pro- 
poses to be as widely serviceable as possible in the higher 
education of this community, in so far as it shall be found 
a fit instrument for such service. 

1. An institution which is committed to the program of 
doing new things to meet new conditions, is committed 
thereby to a new study from, time to time of the situation 
in which its part is to be played. The first requirement 
of the University's organized research is the requirement 
that it shall know the social fabric of which it forms a 
part. In other words, the first business of a modern 
urban university, such as this, is to know the life and 
needs of the modern city which it serves. The study of 
the city's life and needs from this point of view, is not 
to be an occasional undertaking, but a continuous activity, 
an indispensable part of the University's system of research 
and of administration. 

But since to know thoroughly is to interpret, it is not 
enough that the city's life and industry be the subject 
of continual study in university departments of economics, 
of statistics, and of sociology : the University is to have 
msight into the forces which make for betterment, into the 
striving after civic righteousness, into that pride in all 
things honorable and beautiful which makes the city de- 
sirable as a place where men may live the one, true life of 
man. The University is to know these things as a par- 
ticipant and a creator. In the spiritual world demand 
and supply are subtly joined together. The supply precedes 
and creates the demand. The University is to be to the 
city a maker of new and higher wants. It is to offer that 
which men, having seen, shall desire with the purest striv- 
ing of the human spirit. 

2. Let it not be thought, however, that this University 
or any university can limit itself to merely local relation- 
ships. New York University from the beginning was 
designed to render its first service to the City of New York. 
Yet it was from the beginning, by statutory provisions, a 
member of the University of the State of New York. Fin-- 
thermore, in the very nature of our social organization, this 
University and every university in all the land, is a partici- 
pant in our national scheme of higher education. It be- 
comes in reality a member of our National University. The 
Fathers of New York University saw this truth, even in 



i8 



XEW YORK UXIVER5ITY 



their day of educational separatism and isolation ; and they 
gave expression to their faith by calling a convention of 
the leaders of collegiate education in their own and in other 
states. Even in our day, when the concentration of educa- 
tional practice has proceeded much further than in the second 
quarter of the nineteenth century, our higher education is 
still largely on an individualistic and a competitive basis. 
Our university spirit is still too largely the spirit of the clan. 
In this respect, universities lag behind the better spirit of the 
age. The conception of a national education, in which every 
institution is an organ of one comprehensive organism, and 
all are members one of another — this conception is gaining 
ground but slowdy. Nevertheless, it is gaining ground, and 
our higher patriotism is bound up with it. 

This institution holds itself to be an essential part of the 
Nation's University. So far as in it lies, it will labor for the 
building up of our national education. It will live and do 
its appointed work for all of our people, throughout the 
land. It will look for an attendance of students from all 
of our states ; and in an important sense it will endeavor 
to be a true intermediary between the life of the city and the 
life of the country at large. 

But even while we are considering our relations with 
education conceived as a national concern, we find that the 
national view itself has become too narrow. There have 
already appeared the beginnings of an international and even 
a world system of higher education. A world-standard of 
academic teaching and academic degrees is almost insen- 
sibly taking form and gaining recognition. No true uni- 
versity can be indifferent to this situation. No university 
can hold the unqualified regard and confidence of its stu- 
dents and its benefactors unless it make for itself a genuinely 
international character. It must assure to its graduates an 
unquestioned standing in the world of scholarship. And it 
must enter without disparagement into those common labors 
through which all true universties are determining what the 
world standards in education shall be. This is an historic 
condition, but it takes new form and significance in our 
modern age. 

That this institution has long been mindful of an ecumeni- 
cal character which attaches to the university name, has been 
made evident in many ways: by the goodly number of 
students from foreign countries to whom it has given in- 
struction, by the wide distribution of the publications of its 
most eminent teachers, and notably in recent time by visits 



THE INAUGURATION 21 

of its Chancellor Emeritus to the universities of the 
Scandinavian countries and of other parts of the world for 
the promotion of a mutual understanding among the scholars 
and teachers of these lands. 

From the widest reach of academic relationships, how- 
ever, we come back to the questions which lie at our door. 
The more we contemplate the scholastic solidarity of the 
civilized world, the more clearly we shall apprehend the 
educational problem of our own metropolitan area. Here 
is a world within municipal boundaries. Its people in great 
numbers are entering the higher schools. Even so it is 
far behind other cities and even behind whole states in the 
proportion which the attendance upon its colleges and uni- 
versities bears to its total population. Ohio, with a popula- 
tion equal to that of this city, has 3,000 more students in its 
higher institutions. Twenty other states show a larger pro- 
portionate attendance. Chicago, Philadelphia, and the 
metropolitan district of Boston, the three cities next in size 
to New York, all show a higher attendance ratio. If New 
York came up even to the average of these three cities, the 
attendance upon her colleges and universities would aggre- 
gate not 12,000 students, as at the present time, but not far 
from 20,000 students. 

These figures are cited neither for praise nor for blame. 
They admit of a variety of explanation. The moral which 
they point in our present discussion is simply this, that New 
York is not now sending an over-large fraction of its popu- 
lation to college; that it is, in fact, educating only a very 
moderate proportion of its people in its higher institutions ; 
and that it will in all probability show a great increase in 
its college attendance within the coming years. The normal 
increase of over 100,000 souls a year in its population, and 
still more the general advance of a civilization which is 
peculiarly dependent upon the agencies of instruction : these 
things point to a great expansion of collegiate attendance 
within the immediate future. Be sure that our institutions 
of learning will be taxed to the utmost to accommodate those 
who v/ill flock to them for instruction. The occasional out- 
cry against the higher schools can no more check this prog- 
ress than would a protest against Orion and the sweet 
influences of Pleiades. 

Not only as regards collegiate instruction, but as regards 
science and the arts, the city will make increasing demand 
upon the universities, and the universities will render to the 
city an increasing service. Public administration is i^radually 



2.2. NEW YORK UNIVERSITY 



growing more scientific. The problems of public health 
and sanitation, of the supply of pure food and pure water, 
of transportation and related public services, of taxation, 
of uniform and consistent legislation, of parks and play- 
grounds, of landscape architecture and other arts in their 
public applications — all of these things are already making 
demands for expert knowledge and competent investigation. 
If we add business administration, the organization of in- 
dustrial undertakings, the study of commercial relations, 
domestic and foreign, we have fairly begun — but no more 
than fairly begun — to suggest the growing need to be met 
in such a city as ours by the higher institutions of learning. 

A number of colleges and universities are sharing the 
burden of this mighty responsibility. I am not unmindful of 
still other institutions, with large and increasing influence, 
when I speak at this time particularly of those two which are 
most frequently mentioned along with New York Univer- 
sity, her elder sister, Columbia, and her junior, the City 
College. In an especial sense, it would seem incumbent 
upon these three institutions that they confer from time to 
time regarding the general interests of higher education in 
the City of New York, and that they devise ways in which 
the educational needs of our metropolitan people may be 
more fully met. Their separate autonomy and their individ- 
iial character and mission may not for a moment be called in 
question. But it is not unlikely that these three, and other 
institutions working with them, may through concerted ac- 
tion add much to the educational advantages of this great 
city. I am confident that New York University will be 
found ready to do her part in the furtherance of such co- 
operation. 

The vision which comes before us is that of a city, one 
of the greatest of modern times, and the commercial capitol 
of our Nation. We look to see it adequately equipped with 
schools of the higher learning in all branches of human 
thought and endeavor; and to see these schools and other 
centers of the spiritual life taking counsel together and tak- 
ing knowledge of the city's need, till the highest opportunity 
for education shall be brought within the reach of all of 
our citizens, according to their ambition and their native 
abilities ; while science and the arts shall find their widest 
application in the city's life. We look, moreover, to see 
those united agencies of instruction each year scrutinizing 
anew the city's life and destiny, and going on before its 
advance, with new plans for better achievements ; till the 



THE INAUGURATION 23 

people, being enlightened at home beyond the common ex- 
perience of man, shall have light to spread abroad wherever 
their name and their commerce shall run. 

3. Before we go further with considerations relating par- 
ticularly to New York University, let us consider with the 
utmost brevity, some of the essential characteristics of any 
university. Public service is good, but ^'The gift without 
the giver is bare." What, then, is a true university, which 
is to render these public services? 

The ancient world furnishes one answer, which is funda- 
mental and cannot be set aside. A university is an institu- 
tion for the cultivation of the good, the true, and the 
beautiful. Its relation to the true is universally recog- 
nized, at least the true in the typical forms of the physical 
and mathematical sciences. To put men in possession, not 
only of well-grounded scientific knowledge, but of the 
methods by which such knowledge is acquired and extended, 
to put men in possession of those standards of precision and 
of fidelity to fact which characterize the scientific spirit — 
these things are the very elements and commonplaces of 
university instruction. The freedom of science is the foun- 
dation stone of a university. The university man is the 
scientific man. 

But the beautiful is equally an essential object of uni- 
versity cultivation, and science requires the association with 
art to come to its best. So art requires association wuth 
science to come to its best. Of these two, each corrects 
a certain immaturity and intolerance in the other. Accord- 
ingly the alliance of the fine arts with the universities, 
which has had a fluctuating and uncertain history, is by all 
means to be fostered and encouraged, along with the al- 
liance of the universities with the physical and the philo- 
sophical sciences. 

This double alliance with the beautiful and the true is 
imperative, moreover, if universities are to cultivate 
adequately the good. So far as the moral life is con- 
cerned, universities do not seek merely to intensify ethical 
sentiments, but to link them most intimately with an organic 
system of ideas. Your true university man is one whose moral 
emotions are buttressed and reinforced by knowledge and 
good taste. 

In its thought concerning the good, the ancient world rose 
to a height which transcended the Greek conceptions, and 
gave to mankind the elements of religion. The modern 
world, in a thousand ways, has readjusted the relations of 



24 NEW YORK UNIVERSITY 

religion and education to each other. Such readjustments 
will undoubtedly go forward in the future. Yet no one who 
has apprehended the germinal power of religion in human 
life can doubt that through all manner of change, and even 
through occasional estrangement, these tw^o are destined to 
work together to the end. The hope for good relations 
betW'Cen religion and education is increased when science 
and art are both of them fairly represented, side by side, 
in our educational organization. 

These venerable conceptions are everlastingly true; but 
they must be applied to changing social conditions. Our 
modern life iinds its all-absorbing problem in the endeavor 
to realize a true democracy. Academic institutions are not 
now concerned simply w^ith the making of superior men. 
They must send out men who are both superior and com- 
panionable. The leaders w^hom they train must be able 
to lead, not condescendmgly, but through wide co-operation. 

It is hard to achieve this combination of democracy with 
the leadership of the Best, but in that union lies the very 
heart and focus of our modern life. And universities must 
succeed in this or yield their place in the van of the world to 
some w^orthier type of institution. 

One other combination of diverse elements must be a 
constant concern of university instruction. That is the 
combination of liberal w4th vocational instruction, and of 
both of these with the cultivation of the peculiar endowment 
of individual students. A liberal education fits a man to 
view the interests of mankind as if they w^ere his own, while 
his vocational training fits him to do his own proper 
w^ork as if it w-ere a work for all. The real university 
problem here is not the problem of the one or the other of 
these forms of education but of their connection one w^ith 
another. The effective correlation of a college of liberal arts 
and a graduate school with schools of the several profes- 
sions, is calling for fresh attention to-day, after all of the 
W'Orking adjustments of the past. 

Along with this question, the further problem of the con- 
servation of all valuable personal initiative and individuality 
is not to be forgotten. A futile and disappointing thing 
unless it be deeply grounded, when originality of thought 
and character is joined to sound culture and professional 
competence, it becomes one of the most precious things in 
the world, a thing to be cherished by universities in the 
interest of both democracy and leadership. 

These are meager lines wdth which to indicate the char- 



THE INAUGURATION 2$ 

acter of a true university, but they may serve the present 
purpose. Some part of such a sketch is well illustrated in 
the character and career of Samuel F. B. Morse, whose 
name is inseparably linked with the earlier history of this 
University. The service, altogether his own, which was 
rendered by Professor Morse to all humanity, has shed a 
peculiar luster upon the institution in which he taught the 
arts and practiced the sciences. It is well that he should be 
its first representative in that Hall of Fame which New 
York University holds in trust for the people of the United 
States. May we cherish the spirit of invention in both 
science and the arts, along with a continued insistence upon 
a training broad enough and sufficiently well balanced to 
furnish the groundwork for invention of the highest order. 
So may we hope that great public services may continue 
to come forth from these halls, which shall fire succeeding 
generations of students to generous emulation. 

4. This University now has its existence at four centers, 
three of them on Manhattan and one in the Borough of the 
Bronx, and in twelve colleges and other scholastic divisions. 
While such dispersion has its disadvantages, it seems inevi- 
table in an institution proposing the wide range of educa- 
tional service on which this University has entered. If its 
work can be carried on at so many points simultaneously, 
it would seem that the number might be increased as the 
need may arise, up to the limit of administrative efficiency. 
But new work should not be undertaken until there is rea- 
sonable assurance that it will receive adequate support. It is 
particularly difficult to maintain educational standards in 
any university division for which only an uncertain and 
insufficient financial provision has been made. To carry 
out in New York City a program comparable with that of 
the state universities, would call for even more liberal sup- 
port than the state universities receive. 

Each addition, moreover, must accentuate the necessity 
of vigorous co-ordination of the several parts. It is clear 
that the College of Arts and Pure Science is the natural 
center of the whole system. It should be not only a unifying 
center but an invigorating center as well. All pains should 
accordingly be taken to maintain and to advance the 
academic life at University Heights. Here, on our forty- 
acre farm, we may have a country college in the heart of a 
great city. If we shall maintain here a college that is 
educationally sound and that offers distinctive values, suited 
to its location and history, then we shall sec ambitious 



2.^ NEW YORK UNIVERSITY 

students coming to us in increasing numbers ; then we shall 
help city and country to see one another more truly on the 
high ground of academic vision. The lines of connection, 
too, between the college and the other University divisions 
should be strengthened as far as possible. 

In a great w^ork of art there are unities which, though 
not obtrusive, are none the less dominant. In an architec- 
tural group, for example, as in the buildings of the World's 
Fair at Chicago, the uniform height of the cornice lines has 
served to hold the entire composition firmly in one, while 
allowing wide diversity in the several parts. A great 
musical work shows even finer unities in theme and form 
of composition. The suggested comparison is only a partial 
indication of the educational organization of which a great 
university such as this is susceptible — an organization which 
leaves room for self-government and individuality in the 
several parts while assuring a positive character to the 
educational undertaking as a whole. Such an organization, 
making for freedom rather than for mere subordination, can 
be achieved only by the several faculties, working in unison. 
As New York University now stands, the first work of co- 
ordination will not have to be done. The ground plan of 
a complete university organization has been marked out with 
a firm hand. It is doubtless owing in large measure to this 
foresight that the way now seems so clear to the next steps 
in the organizing process. 

The freedom and responsibility of the faculties in these 
matters are to be emphasized. It hardly need be said that 
the chief business of college faculties is education. Yet 
that saying would seem to carry with it the corollary that 
their chief study is education. A university whose several 
faculties should largely concern themselves with the study 
of the principles and practice of instruction as related to 
higher schools and colleges, might do a great work, it would 
appear, in the way of concentrated efficiency and preven- 
tion of waste throughout all of its departments. Such a 
university might well be an example of the best kind of 
unification, the kind in which there is no end of non-con- 
formity, but intelligent, discriminating, stimulating non- 
conformity. The unity of the spirit in some such sense as 
this is a thing to be desired. It is to be hoped and expected 
that a university which achieves such educational unity, 
will be sought out by many of the choice young spirits of the 
age, from all parts of the land and from other lands, as 
a place where competent guidance may be had to an 



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THE IXAUGURATIOX 29 

education which is richly worth getting. Such co-operating 
faculties might impart to a division of liberal arts some of 
the seriousness of purpose and insistence upon the things 
that really count, which characterizes the best professional 
schools; and might impart to a professional division some 
of that broadly scientific spirit and devotion to public service 
which is one of the finest flowers of a liberal culture. The 
two sides, in such a case, would understand each other and 
really work together. 

The School of Pedagogy, in addition to its other golden 
opportunities, has here a chance to render a noteworthy 
service. Is it not fair to expect that the systematic study 
of education, which in such a school is commonly confined 
to the elementary and secondary grades of instruction, 
should now and again overflow its banks, and contribute 
to the making of a pedagogy of the higher education? 

By whatever means the end may be accomplished, we 
cannot doubt that where college faculties are not only ef- 
fective in teaching but are also expert in dealing with the 
large problems of education, they will become the true 
directors of studies to our great classes of university 
students, who too often waste time through sheer lack of 
such convincing guidance. It is with large confidence in 
what the faculties of this University are doing and will do, 
that I am entering upon a work in the details of which many 
of their members are more experienced and expert than I. 
And it is done with a great hope that more and more this 
may be found to be a good place for the best men to do the 
work of college instruction. 

5. Personal elements and personal values claim par- 
ticular attention in all of our plannmg. This University is 
rich in memories of men and women who, as its students, 
teachers, governors, friends, and benefactors, have served 
their age in aft'ectionate loyalty to its name and its ideals. 
To-day we recall the lives of those wlio have passed on into 
larger life ; we greet the living who are assembled here, 
and we send forth our thoughts and our good will to those 
who are with us in spirit only while they carry on their 
appointed work in many fields and in man}' lands. Already, 
because of the warmth of the greeting which has been 
extended to me, I find myself identified with the life of the 
institution in its manifold activities, and abounding in con- 
fidence of close relations with those on whom there rests the 
immediate responsibility for the various uni\orsity under- 
takings. 



30 NEW YORK UNIVERSITY 

Instruction is an affair of the university, by the faculties, 
and for the student body. That it may come to its best, 
the interests of the teaching staff must be carefully guarded. 
It is a matter of wonder that this University should have 
been able to maintain so good a teaching standard on so 
small an outlay for instruction. The situation is one which 
reflects credit upon the staff of instructors, who in the face 
of grave difficulty, have shown devotion to their teaching 
and to the institution of which they are members ; and credit 
also upon the general management of the University, which 
has carried the courses of instruction forward under cir- 
cumstances so adverse. Chancellor MacCracken, who had 
borne for many years the chief burden of this responsibility, 
and to whom the University is mainly indebted for the 
mighty transformation of the two decades just past, saw 
before the close of his administration the dawn of a new 
day in the finances of the institution. While that day has 
already dawned, the University is not yet out of the twi- 
light; but there is at least a strong hope and expectation 
that the improvement of conditions affecting the corps of 
instruction may go steadily, even if all too slowly, forward. 

It is not forgotten that the work of a university is for 
its students. But the students themselves have so much to 
do with the shaping of their own affairs, that one is tempted 
to employ another paraphrase of Lincoln's saying, and 
declare that a college education is an education of, for, 
and by students. There are advantages in such a situation. 
No man is educated until he is self-educated, and we may 
expect a true light to arise on the problem of college train- 
ing from those activities which students undertake on their 
own account. It is the part of simple wisdom that we 
should maintain an appreciative and indeed a respectful at- 
titude toward those activities. 

It does not follow, however, that college faculties are to 
fall back into an attitude of subordination, after the 
mediaeval precedent of Bologna. From an acquaintance 
with some few college generations, I am sure that our 
American students do not ask to be left to their own 
devices. They do not desire a soft and easy college course. 
Except for a small percentage — and in New York Univer- 
sity I have not yet found even that group — they are ready to 
go through fire and water for the cause they believe in, 
and to follow the leaders who can command their con- 
fidence. I have no desire to see stiff requirements heaped 
up by the college, simply because they are severe. But we 



THE INAUGURATION 31 

need have no fear of stiffness and even severity so long as 
it carries our students forward to a genuine education. The 
college that follows the policy of educating well at any 
cost, even at the cost of hardness and toil, is a college they 
will love to their dying day, and its diploma will be among 
their dearest possessions. Such a college I believe every 
one of the Colleges of New York University has striven to 
be in the past and such I believe they will strive to be in 
the future. They deeply value the loyalty and affection of 
their students and their alumni ; and they will strive to 
hold and deepen that devotion, not by any bids for an 
evanescent popularity, but by incessant occupation with the 
task of offering an education that shall educate. 

The University values its friends, and it seeks a wider 
circle of friends. You will ask whether I mean friends who 
will give largely for its support. And I answer, yes. There 
is no reason why I should hesitate to say that the University 
needs and desires such friends. Its purpose is so large that 
any achievement seems small by comparison. It will need 
an enlarged and enlarging support to do its proper work. 
There are a score of directions in which help is needed at 
the present time. I have alluded to the munificent bequest 
of Mr. John S. Kennedy, which has cleared the educational 
plant of the University from debt, and made possible a new 
beginning in its great enterprise. The heightened hope and 
courage of our several colleges bears witness to the good 
which this bequest has wrought. In like manner, the earlier 
gifts of Miss Gould, Mrs. Sage, Mr. Carnegie, Mr. Have- 
meyer, Mr. Charles Butler, and others whose high and 
generous liberality has been equally appreciated — these in 
like manner have from time to time brought new hope and 
courage to the builders of this University. Their deeds, 
without which there would be no university here, should 
receive acknowledgment on such an occasion as this. 

But by friends of the University, I do not mean those 
only who can give into its treasury. Those donors who have 
made possible its improvement and expansion within the 
last preceding administration hav^ repeatedly bestowed 
upon it a gracious personal interest which has multiplied the 
value of their gifts. We desire that personal interest on 
the part of those also who cannot offer any material bounty, 
for it is itself a gift beyond price. We need a wider under- 
standing and appreciation of the large purpose and the high 
responsibilities of this institution. We need to have it more 
generally known in the City of New York that this is not 



32 NEW YORK UNIVERSITY 

the City College, nor even a department of Columbia Uni- 
versity. Doubtless both of those institutions will share in this 
desire. We need friends whose counsel and criticism will 
be to us as a breath of mountain air, when we come upon 
our dull and sultry days of doubt and sheer discouragement. 

AVe seek the good-will of our neighbors, of many classes 
and occupations. An enthusiastic alumnus said the other 
day, *AMiy, New York University can have the good-will of 
every washer^voman in the Bronx.'* I hope it may have 
that good-will and deserve it. It would be quite in accord 
with American traditions if from some of those humble 
homes there should come in the next generation men who 
should reflect the greatest distinction upon the University 
and upon the commonwealth. We value our relations with 
the public schools, and we hope for increasing nearness to 
those secondary schools, both public and private, from which 
our students are to come. 

V\*e seek the good-will of our sister institutions in this 
land and in foreign lands, whose written messages and 
whose greeting by their personal representatives have added 
so greatly to the interest and the distinction of this as- 
sembly. Their co-operation and even their generous rivalry 
will be tonic, and the sense that we are of one family with 
them all, will strengthen our hands whenever it is brought 
to mind. 

A great company has gathered at this ceremonial and we 
are conscious of a greater cloud of witnesses who look down 
from the 'height be}'ond the height." All of the original 
founders of the University are of that larger company. Of 
the former chancellors there is left only the latest of the 
line, who. sitting here with us, can look about him upon 
a University, every division of which is now a monument 
to his constructive and reconstructive genius. They have 
made this University the center of a very religious devo- 
tion, and the bearer of the purest fire of our Christian 
civilization. May their intentions and their hopes be 
abundantly realized. 

God helping me, I will do the part committed to me. And 
speaking more impersonally — for every man comes to his 
best success only when his individual service is merged in 
the larger life of an institution — God helping her, Xew 
York Universitv will do the work that is given her to do."' 



THE INAUGURATION 33 

ADDRESSES OF CONGRATULATION 

The Inaugural Address was followed by Handel's 
Hallelujah Chorus by the organ and orchestra. The 
presiding officer then announced the addresses of congratu- 
lation, the first of which was given by Henry Mitchell 
MacCracken, D.D., LL.D., Chancellor Emeritus. 

ADDRESS OF THE CHANCELLOR EMERITUS 

*Trom the administrations that are past I bring congratu- 
lations to my successor, as he enters upon the New York 
University Chancellorship. This official title comprises in 
its three words three distinct names — 'New York,' 'New 
York University,' 'New York University Chancellorship.' 
I will say a word as to each. I shall not speak of the past 
for lack of time, nor of the future — for it doth not yet 
appear as to any one of these three things what it shall be. 

This City of New York is an area of land and water 
within a boundary of about a hundred miles. It is also a 
collection of buildings with their contents. If every dollar 
of the tax appraisal represents one day's work, and it is 
more likely to stand for two or three days' work, New York 
is the product in tangible form of thirty millions of years of 
human lives. Chiefly, New York consists of five millions 
of souls, or, if we include such part of New Jersey as is 
nearer to our City Hall than is University Heights, of six 
millions of souls within less than sixty minutes of the Chan- 
cellor's office at Washington Square. Here is all the com- 
plexity of a modern commiunity, industrial, financial, intel- 
lectual, political, social and spiritual. It is to-day the metrop- 
olis of the western continent ; prophets say that it will be 
the metropolis of our earth. Having recently visited every 
city of the world claiming over a million inhabitants, except 
the cities of Russia and South America, I return more 
ready than ever to love and to praise our proud city of the 
waters. 

What is New York University? Legally, a corporation 
of thirty-two persons of any age over twenty-one, of any 
race or faith or condition, provided that a fraction of them 
must be citizens of New York. Pedagogically, it is a com- 
X)0site of eight degree-giving faculties, with one hundred 
Professors and twice that number of instructors and helpers, 
who are teaching now as many students as our buildings 
can hold, and more than they can accommodate. Racially, our 
corporation and faculties are Americans of mingled bloods, 



34 NEW YORK UNIVERSITY 

the Teutonic predominating. Politically, they are Liberal 
rather than Tory, and Tammany as well as Black Re- 
publican. Ecclesiastically, they are broad rather than high, 
and Presbyterian more than Catholic. They belong to that 
small minority of universities in this state which have no 
legal connection with any church. Beneficiarily — if I may 
coin a word — New York University can count only a half 
dozen benefactors who have given gifts that reached six 
figures ; only one benefactor who used seven figures. Nine- 
tenths, if not ninety-nine-hundredths of the persons who 
have cast gifts into our treasury have used only four or 
three or even two figures. I have even fulfilled the official 
duty of acknowledging gratefully the gift of a book to 
our library, which, if it had been offered at public auction, 
would not have brought the widow's two mites which make 
a farthing. The Omniscient only knows what person has 
given the most to New York University. 

Not a dollar of its property has come from the Govern- 
ment, national or state or municipal. On the contrary, the 
University is urging against the city a claim for a roadway 
to the station which was acknowledged by Mayor Low's 
administration, approved by Mayor McClellan's, but up to 
date has been repudiated by the present fusion administra- 
tion. It is also urging a claim against the state, for com- 
pensation for injury done by state competition to the oldest 
veterinary college in America. 1 learn that both the Repub- 
lican Legislature of 1910, and the Democratic of 191 1, 
recognized that the State should not crush private business 
by state college labor, any more than by state prison labor, 
but the Governors Hughes and Dix, by their vetoes, placed 
economy before speedy justice. A-Iy successor, who for a 
score of years has served Government education, will know 
how to urge the just claims of New York University 
against both the city and the state. 

Private giving has made our University. The main ob- 
stacle in its way for a quarter century has been the epidemic 
of business consolidation. Persons afflicted by this malady 
apply rules invented for building up the tobacco business 
to the building up of universities. Under the medical treat- 
ment of Dr. Taft and of Congress, this epidemic is abating. 
Such a clear intellect as that of the late John S. Kennedy 
thought it well to endow university competition in New 
York City. 

In circling the globe the past year, I was surprised to 
be met in at least ten cities of Asia bv New York Universitv 






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THE INAUGURATION '^'J 

alumni. They represented five of our degree-giving 
schools. In the capital of Japan, seven Japanese alumni had 
organized a New York University Association of Eastern 
Japan. Also in West Japan, I was indebted for a dinner 
10 three of our alumni. At the close of a day and a half 
of railway travel from Pekin southwesterly to Hankow — 
the center of the present war in China — we expected to find 
no lodging save on the mail-boat, which was to carry us 
near a thousand miles down the Yang-tze River ; but on 
the station platform my hand was grasped by a graduate 
of our Medical College, who said, 'I am in charge of the 
medical work here in Boone University, and with my wife 
have a house on the college campus. You must not lodge 
to-night on the mail-boat.' We did not. 

Daniel Webster, in the Supreme Court at Washington, 
before Chief Justice Marshall, defending Dartmouth Col- 
lege, exclaimed : 'It is, sir, as I have said, a small college, 
and yet there are those who love it.' It is quite the ex- 
pected and natural and proper thing that our little Uni- 
versity should be loved by a person like myself — who have 
given half of my mature life to its service and have seen 
each of my four children enrolled among its alumni. But 
my experience in Asia and other lands the past year has led 
me to feel that, even in unexpected corners of the world, 
there are those who feel — 'It is, sir, as I have said, a small 
university, and yet there are those who love it.' 

The third thing that I was to speak of is the Chancellor- 
ship of New York University. The ultimate object of this 
office was spoken of by me twenty-one months ago in my 
letter of resignation, as follows : 'The helping of a multi- 
tude of earnest students, men and women, to lead more 
effective lives.' Our statutes give wide scope to the Chan- 
cellor in striving for this result. They say : 'The Chan- 
cellor shall be the executive head of the University, exer- 
cising such supervision and dnxction as will promote its 
usefulness and growth.' It reminds one of the General 
Welfare clause of the United States Constitution. Besides 
doing everything which the University Statutes appoint 
him to do, he is to care for the large residuum of necessary 
work, which is everybody's business and, therefore, likely 
to be nobody's business, unless the Spirit of the Lord moves 
some man to discern and to perform the task. So the Spirit 
of the Lord came upon Gideon, on Jeptha and Samson, 
quite outside their statutory obligations. It came nineteen 
hundred years ago upon a nobler man, who justified his 



38 



XEW YORK UXIVER5ITY 



work in Galilee by saying: 'The Spirit of the Lord is 
upon me, because he hath appointed me to tasks which are 
urgent to be done.' 

I congratulate New York University that her sca enth 
chancellor will strive toward high educational ideals, and 
will conscientiously obey the command — "Six days shalt 
thou labor and do all thy work.' For the University, the 
chancellor, the deans, the councilors, the professors and 
the students I would offer the prayer inscribed in the mosaic 
work on ponder dome: 

And chiefly Thou, Oh Spirit, that dost prefer 
Before aU temples the upright heart and pure. 
Instruct me, for Thou knowest. What in me is dark. 
Illumine : what is low, raise and support.' " 

THE ADDEtESS OF THE SEXIOR DEAX 

The address of congratulation on behalf of the faculties 
was given by the Senior Dean. Clarence Degrand Ashley, 
J.D., LL.D., of the Universiry School of Law, who spoke as 
follows : 

"On behalf of the several faculties of this Universitv' I 
have the honor and privilege of extending to you a cordial 
we:c::::e — We tender our sincere greeting. 

Z'.-.z rad mind, indomitable will and never failing 
covr?-^c I your predecessor has built up a great institu- 
tion. After a long struggle, disheartening disappoint- 
ments, and bitter financial trials, he has brought the Uni- 
versit}- safety to its present position. Upon these broad 
foundations you are to build further. 

To us your office seems pregnant with opportunit}-. We 
believe a great future is now before you. 

This cit\- is destined to reach an enormous growth — 
with its material advantages will increase its intellectual 
demands, and it requires no gift of prophecy to foretell 
that Xew York will be a great educational center. The 
institutions which faithfully and truly meet these demands, 
which solve the difficult educational problems of the future, 
will be doing a much needed work for the world. 

But these problems require thought and brain. A\'e must 
all cordiaU}- recognize the fact that each universitv- needs 
and must have the co-operation and aid of its sister institu- 
tions. A noble and generous rivalr}* and emulation spurs 
to better effort, but any success of one renders the task of 
the others the easier. Experience abundantly proves this. 



THE INAUGURATION 39 

The presence here to-day of representatives from our 
leading collegiate bodies indicates the friendly feeling exist- 
ing between those engaged in educational work. Here in 
New York we must not only help each other, but we must 
also have helpful suggestions from other institutions 
throughout the world. In our faculties are representatives 
from all the colleges, some having degrees from two or 
three of them. The ideals we have thus gained, the lessons 
of life we have there learned, are now being actively ap- 
plied by us, and in our turn we are sending out our grad- 
uates to help in their work. Each is thus influenced by the 
ideals of the others. 

There is urgent need for all, and there will be ample finan- 
cial support for all doing worthy work. 

For you. Sir, the future offers great promise. Relieved 
from the daily, harassing financial demands, whch have here- 
tofore beset our executive, you will have more time to 
devote to the great educational questions of the day. We 
believe you to be the right man in the right place. We 
look forward with renewed courage and confidence. We be- 
lieve that in the far future when you pass on the burden to 
your successor, the University will have gone through a 
period of steady, substantial advance, and that you will have 
carried forward the work most worthily. 

We pledge you our hearty co-operation and aid. We greet 
you with sincere enthusiasm, and again assure you of our 
earnest sympathy, and deeply felt welcome." 

THE ADDRESS OF THE SENIOR CLASS ORATOR 

The address of congratulation on behalf of the student- 
body was given by Presley Downs Stout, Orator of the 
Senior Class, who spoke as follows : 

"Honored Chancellor, Deans and Faculties, Friends, 
Alumni and Fellow-students of New York University : On 
this significant occasion, it is my privilege and pleasure to 
voice the mind of the undergraduate-body. Standing, as 
we do, at the entrance upon a new stage in our history, we 
cannot but feel the play of varied sentiments. The pres- 
ence of him who but recently laid aside tlie robes of the 
chief office of our institution recalls the ])ast. Manv of 
us are still undergraduates, who knew and loved him as 
Chancellor. We are impressed, now as never before, with 
the magnitude of his work, and the work of thc^se who 
lal)ore(l witli him ; in this work we recognize the solitl 



40 XEW YORK UNIVERSITY 

Steps of progress by Avbich Ave have attained to our present 
position upon the threshold of a prosperous future; and as 
we consider the enjoA'ments which are ours because of his 
service here, our sense of gratitude and of obHgation to push 
forward that work is profound. 

To-day, we bid welcome to a iieAv leader, and our thought 
is directed toward the future. The outlines of the edifice 
at whose portal we are standing we may not discern. For 
that edifice of the future is not yet reared. What its pro- 
portions and its beauty shall be, only our use of the time 
at hand may decide. The building of it is to be our ever- 
present care. AAdiether it shall attain to the imposing gran- 
deur of a temple, or but mediocrity of stature, our present 
hopes, our present counsels, our present elTorts, must 
determine. That is the responsibility of this hour. 

The student-body is keenly sensible of its important share 
in this responsibility. The world estimates the worth of a 
university by the character of the men who go out from it. 
That progress of an institution which is indicated in mere 
wealth of resources and of material equipment would be 
but an insecure pretence if it had not a firm foundation in 
the character of the students. The student-body Avill best 
promote the interests of our institution as it most persistently 
strives to maintain a high standard of symmetrical man- 
hood ; and will best further the plans of this new administra- 
tion as it, first of all, endeavors to prove itself worthy to 
receive the privileges that are being planned for it. Herein 
lies our peculiar obligation and responsibility. Herein is 
to be found the real criterion of our expressions of loyalty. 

\Yq may not see the progress of the future with definite 
vision. But we may from the present deduce what will 
indicate its direction. It is not the least significant earnest 
of the prosperity of this new era that the enthusiasm of our 
graduate-body and our faculties finds an equal counterpart 
in the student-body ; that already our new leader has won 
the trust and loyalty of his students. And I am happy 
to bring to him, together with their congratulation and 
Godspeed, the confidence, the afii'ection, and the loyal sup- 
port of the undergraduate-body." 

THE ADDRESS OF THE SENIOR ALUMXUS 

The address of congratulation on behalf of the Alumni 
was given by Henry Bond Elliot, A.AI., D.D., '40, the Se- 
nior Alumnus, who spoke as follows : 

"^Ir. Chancellor, Ladies and Gentlemen — I appreciate, 'Mr. 



THE INAUGURATION 4I 

Chairman, the honor of a place on the programme to-day, 
though it be only to bring up the rear. I am fully aware, 
however, that I owe it not to eminence of station or ability, 
such as marks the speakers who have preceded me, but 
rather to the presence on the Committee of Arrangements of 
an expert mathematician. When the question of my possible 
fitness for the position was raised it was referred to him, and 
he performed a sum in simple addition. He added and he 
added and he added the years until he was tired and said, 
'Oh, well, let him have it, I guess we can stand it, and it 
will be just this once, give it to him.' They gave it to me 
and here I am. 

I have learned what are some of the incidents and disa- 
bilities of age, but I have also learned some of its advan- 
tages. People do, somehow, think more of one who has out- 
lived three generations. They give him credit at least for 
having a good degree of vitality, though they ought rather 
to give credit to One 'in whose hands our lives are and 
who has set the bound which we cannot pass.' When, as a 
boy of fourteen, I paced proudly the halls of the old uni- 
versity building, the gem of the neighborhood, and took 
my seat in alphabetical order beside a man named Downes, 
nearly thirty years old, just from the farm, I did not dream 
that when I should reach my eighty-ninth year I would be 
called to stand upon this platform, on our noble 'Heights,' 
to speak in behalf of those who have since passed away. 
Pardon the egotism. It is only to get a grip upon my sub- 
ject and to show that I do have a claim upon my place 
to-day. 

It has been my privilege to know all the chancellors. A 
notable list it is, and from the beginning they have all been 
progressive. Each in his turn and according to his oppor- 
tunity, has pushed the institution farther on and higher up 
until it has reached its present status ; but of them all, giv- 
ing due credit to each of them, there is not one who has so 
far advanced its interests, who has given it such constant, 
untiring devotion, who has brought it educationally, finan- 
cially, architecturally and in public estimate, so far as the 
one who now lays down the office and its burdens. It has 
really seemed that he must have slept with the university 
under his pillow, only to take it up again in the morning. 
Thus, while I greet the incoming chief, I hail the outgoing 
one. 

But I must not forget that I am a])pointe(l to speak as 
the voice of that huge body technically called the 'Alumni,' 



42 NEW YORK UNIVERSITY 

and let me add the 'Aliimnj^' also. Where shall I find 
them that I may speak with authority as their representa- 
tive? The former and the latter, where are they? They 
are like Israel of old, as 'a nation scattered and peeled.' 
Did I say 'peeled' ? No ! No ! No circumstances, whatever 
they may be, can strip them of the honors which they have 
acquired in all the walks of life. They are of every order 
and every faith. Some of them were lineal descendants of 
Abraham, the 'Father of the Faithful,' from whom are the 
grandest names in history, and who are now some of our 
most respected citizens. Others of the lineage of Constan- 
tine, lifting high the red banner of the cross, proclaiming 
Tn this sign we conquer!' They are everywhere. Dr. 
MacCracken has just told us how he met them in all the 
cities of Asia. He might have found them in the jungles 
of Africa, where our missionaries have lived and died. And 
everywhere they speak substantially with one voice — one 
spirit supremely animates them, the spirit of integrity and 
of fealty to obligation. There may be false notes in some 
instances, for they are only men, and 'to err is human, to 
forgive, divine,' but their discords cannot mar the har- 
monies of the whole. Moreover, as fellow-workers in scho- 
lastic service, they seek impartially one end. In the history 
of our university there has been no aristocracy nor democ- 
racy of privileges. After the manner of the bard of Scot- 
land, we declare that whether with many or with few of the 
guineas of rank in these halls 'a mon's a mon for a' that, 
and for a' that !' So may it be in the years to come. 

I must cease, lest I weary you. What more can I say? 
In behalf of this great body, as well as on my own account, 
there are two words in which our message of gratulation 
can be condensed. The first to you, sir, personally, is 'Wel- 
come.^ The other is for ourselves. I speak it reverently. 
It is 'Halleluiah!' Amen." 

In the absence of Bishop Darlington, the chairman called 
from the audience the Rev. Vincent Phraner, D.D., '48 
to pronounce the benediction. An adjournment was then 
taken until 2 130 p. m. The audience retained their seats 
while the procession marched out of the building. 

RECESS 

Luncheon was served at the gymnasium for the delegates 
and honorary guests and in the Psi Upsilon, Zeta Psi, Delta 
Phi and Delta Upsilon Fraternity Houses for the alumni 
and student representatives. 



THE INAUGURATION 43 

THE AFTERNOON EXERCISES 

At two-thirty o'clock the procession again formed, 
marched across the campus, through the Hall of Fame and 
directly into the auditorium. Chancellor Brown as chair- 
man welcomed the representatives as follows : 

''We are desirous of having as much time as possible this 
afternoon to hear from our distinguished guests. So the 
words of welcome that I will express will take the least 
possible time, but the shorter they are, the deeper they go. 

Let me say to you delegates from institutions of learning 
in this land and in foreign lands, we welcome you from the 
bottom of our hearts. We welcome you, Mr. Mayor, and 
we appreciate your coming to be with us on this occasion. 
We welcome the friends of the University who are here 
to-day, representing this and that body, or representing only 
themselves. We welcome you from the bottom of our 
hearts. 

The first response that is announced on our program 
comes apj^jropriately from the State of New York, by the 
Honorable Andrew Sloan Draper, LL.D., State Commis- 
sioner of Education." 

RESPONSE FOR THE STATE OF NEW YORK 

ANDREW S. DRAPER, LL.D., STATE COMMISSIONER OF EDUCATION 

"Mr. Chancellor, there are so many people in the State of 
New York, that it is impossible to collect and conipound 
their sentiments upon any subject not already well settled in 
American public policy unless it is a matter of practically 
universal and paramount concern. But the support of all 
schools, high and low, is among the settled policies, indeed 
is a confirmed passion in America, and I am sure rdl the peo- 
ple will be glad to have their interest in these vnicommon 
exercises expressed to this University, and their good wishes 
presented with warmth of feeling to its new Chancellor. 

States are very dependent upon universities, even though 
all the people do not alwa^'s ap]:)reciatc them. Tt is quite 
possible that states and universities may wholly misunder- 
stand one another. Scholarshi]) is fre(|uenll\- da/.cd by 
politics, and politics is sometimes l)rutall\- indilTcrcnt to 
scholarshi]). On ordinarx- (la\s it is \-cry hard for them 



44 WEW YORK UNIVERSITY 

to mix, for scholars have very Httle patience with the 
practical difficulties of the state, and the state is not likely to 
become excited over such questions as whether classical 
history or scientific research is entitled to the most support ; 
or whether training boys and girls in vocational industries 
is likely to deprive the professions of medicine and law of 
the necessary novitiates and prove a menace to the very life 
of universities. So, the state is glad to come into this Uni- 
versity on a day w^hen it will not encounter the danger of 
running into phantom fights over academic questions w^hich 
it might not understand. 

This is a University with a noble history; it is doing ef- 
ficient work; and it is looking out upon enticing prospects. 
It is in a great city wdiere there is no end of people to be 
trained for every kind of leadership, and no end of every 
manner of work for universities to do. The state asks it 
to uphold scholarship and do wdiat it can to apply scholar- 
ship to life, and, knowing that such is its aim the state 
wishes this University well. 

It is my great pleasure particularly to felicitate New 
York University upon the accession of the new Chancellor. 
He has attributes which appeal very strongly to the people 
of the state. He was born upon a New York farm. Whether 
or not it is better to be born upon a farm than in a city, 
there are many men and w^omen in the cities who give 
evidence that it is. Of course there are a few here who have 
missed altogether the distinction of being born in the State 
of New York. If no one will call the matter up against 
them, neither will any one deny that New York is a very 
good state for a New York University president to be born 
in. Chancellor Brown was not only born in a good state, but 
at a good time. He was born just at the time to get the name 
of a gallant young colonel of a New York State and New 
York City regiment, w^ho was the first of a long line of 
hallowed sacrifices to give his precious life in the war to save 
the Union. Chancellor Brown in some way missed being 
educated in the New York schools, but he has been pretty 
well recompensed for it by life in a vigorous pioneer en- 
vironment and by training in one of the very best State 
Normal Schools in the country, at Bloomington, Illinois, and 
at the State University of Michigan, a university which w^as 
the great leader of the state university movement in America, 
the most marvelous development of democratic institutions 
of real university grade that has appeared in the long his- 
tory of world education. Spending a year in Germany, he 










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THE INAUGURATION 47 

began teaching at the University of Michigan, and soon 
earned a professorship, which was continued at the Univer- 
sity of Cahfornia. This led him to know how states and 
universities may work together for the profit of each, a Httle 
better than all of us in New York realize. That knowledge 
produced the best history of the American middle-schools 
that has been written. Those are the schools of American 
creation which are at once the expression of our democracy 
and the connecting link in American education and which go 
further than any middle schools in other national systems of 
education to give all children their even chance. That book 
and the work that was behind it raised him to a place in the 
teachers' guild which is honored by all of the pedagogues 
and many of the people of the United States. In turn that 
lifted him to the office of United States Commissioner 
of Education, and it may be suspected that the call to your 
Chancellorship came in happy juxtaposition with his dis- 
covery of the tribulations, and perhaps the emptyhanded- 
ness, of an excellent teacher and a virile pedagogical author 
in pleading for needed appropriations at the hands of 
congressional committees. However that may be, it was 
high time to come home. It is splendid to go out West and 
gather up the thinking and the doings of pioneer people, and 
work with universities that express their highest aspirations, 
but it is well for the young men who do that to come home 
when they reach the place Dr. Brown has gained, and most 
certainly so if there are great universities in the home state 
that ask them to come and lead them. To be sure, not 
many of us have been accustomed to associate Chancellor 
Brown with a university presidency. He has seemed to fill 
the concept of a professor to the full, but we have never 
recognized the readiness to give pain or the strength to en- 
dure it which President Seth Low, when at the head of 
Columbia, used to say were the necessary attributes of a 
university president. We have never thought of the qual- 
ities in him which can deal with faculties as well as with 
students, and can speak to the public in such decisive and 
authoritative ways as we are accustomed to see setting so 
lightly on the shoulders of the successful university presi- 
dents. But we have no apprehensions. A good jurist mav 
never be a great lawyer, but a great lawyer can cultivate 
the temperament and the habits of a first-rate jurist. Not 
all of the university presidents have the attributes of great 
teachers, but a real university will sustain a great teacher 
in the Chancellor's or the President's office ; and it will be 



48 XEW YORK UXI\-ER5ITY 

surprising if this one does not develop the ordinary attributes 
of his peers. 

The state that chartered this University congratulates her 
upon calling such a son of the state back to his just inheri- 
tance and to her ennobling service. All in all, the day is 
a radiant one in the history of this University, and the State 
of Xew York expresses to Xe^\■ York University and to its 
new Chancellor the felicitations and the good wishes of the 
millions of people and of that mighty complexity of moral, 
intellectual, industrial, and commercial activities which enter 
into the Constitution and are concerned about the healthy 
life and the genuine progress of the Empire State."' 

RESPONSE FOR THE CITY OF XEW YORK 

HIS IIOXOR WILLIAM J. GAYXOR, MAYOR 

■■^Ir. Chancellor. Ladies and Gentlemen: I am very glad 
to be able to come here and participate in this occasion, but 
I can say only a word. I have listened with great interest 
to Dr. Draper's remarks, and after hearing him I am quite 
satisfied that in place of a board of education of forty-six 
in the City of Xew York, we could do with the number 
seA'en, which the last two charter commissions recomm.ended, 
and possibly with even one. like the State of X'ew York. 
After hearing him I am much in doubt whether the next 
charter commission may not recommend one. the same as the 
state has. and we will have another debate over the subject, 
with Dr. Draper no doubt on the other side of the question. 
Xew York, notwithstanding the many evil things said of her 
hy those who want to say something bad of her, principally 
because they are bad themselves, has many things to be 
proud of, but she has nothing to be more proud of than her 
facilities for education. AYe have done our full duty as a 
people in that respect. Our universities, our colleges, our 
magnificent system of common schools, not excelled in the 
world, our libraries, our museums, our galleries of art. all 
combined, have an educational influence upon the people of 
this city that cannot in the long run or in the short run fail 
to be felt in the government of this city as well as in the 
social afl'airs of this city. I repeat that we have done 
our full dutv in this re-pect as a people. I say duty, be- 
cause the first duty of the citizens of a free government is 
to provide educational establishments. And I need not say 
to so intellectual an audience as this that free government, 
the formation of free govermnent, the continuance of free 



THE INAUGURATION 49 

government, depend entirely on the general diffusion of 
education among the people, from the university graduate 
down to the one who goes to the common grammar school. 
That is so of every free government, but it is far more so 
of the free government which depends on manhood suffrage, 
on universal suffrage, as we ordinarily express it. Because 
unless we can get a fairly well educated man — and that 
means a liberal man — not a little narrow-minded fellow that 
would vote a ticket because his grandfather voted it the 
same way — we cannot get a good result from universal 
suffrage. That may not be so of every vote, but it must 
be so of votes enough to control. In order to control some- 
times votes may have to pass with great facility from one 
party to another year after year, and it is our aim to 
educate people who will do that and not merely begin to 
whine and say, 'Oh, my grandfather voted the Republican 
or Democratic ticket, and my father voted it, and I will vote 
it forever, and nothing else.' If our education comes down 
to that we are a poor lot indeed, aren't we? The career 
of the educated man has grown wider and wider, until now 
he enters into all phases of life. His horizon was once very 
narrow indeed. Shakespeare in 'Hamlet' expresses it, of the 
period in which that great play is cast. When speaking of 
the young men of that time, he said, stating where they had 
gone — 'Some to the war to try their fortunes there, some 
to discover islands far away, some to the studious univer- 
sities.' And that was all. That was the career of a young 
man at that time. There was nothing else open to him. 
Indeed, at one time there was nothing but the Church, be- 
cause the preachers were doing everything, even curing us 
of our diseases, or trying to, and killing us in the bargain. 
But in the growth of God's time that is no longer so. By 
the force of education the center of thought has passed 
from the few to the many. Everything is now open to 
the educated young man. What Shakespeare said looks 
awful small to us now. Afterwards they went into what 
were called the learned professions. But now the phrase 
the learned professions is too narrow. It is too restricted 
and is misapplied, because we now have many learned pro- 
fessions. The mayor of this city ap])oints twenty-six heads 
of departments and bureaus for the government of the citv. 
T suppose the President of the University of Chicago and 
some of our friends from the West who read certain news- 
papers, which God in His inscrutable reasons allows to be 
juiblished here, think that those twenty-six people, includ- 



50 NEW YORK UNIVERSITY 

ing the mayor, are a lot of thugs. I do not know how 
they can think otherwise when they see the way they are 
spoken of and the way they are pictured throughout the 
country. But I beg to say on this occasion that nearly all 
of those twenty-six men are graduates of universities and 
colleges of high standing. I cannot enumerate them all ; 
there are so many of them I cannot remember them myself, 
until I get them in a room and look at them. But there 
are Tomkins, and Thompson, and Waldo, and Murphy, and 
Watson — and so it goes — from Princeton, Harvard, Yale 
and other colleges and universities, and many of them from 
our own right here in the City of New York ; I believe 
two-thirds or over. Everything is open to you, and I am 
bound to say you are taking everything. I do not say 
literally that you take it all, because there are some people 
in this world who, just like many of you, would get along 
even though you did not have the advantage of a university 
or a college education. I am reminded of that stilted ob- 
servation of Gibbon, that 'the power of instruction is seldom 
of much efficacy except in those happy dispositions who 
would manage to get along without it.' I do not want to 
profess my literal belief in that. Those with the advantage 
of a college education have a great advantage over those 
who have it not, because those who have it not, but come 
within the literal term of Gibbon's statement, have to toil 
terribly to get it. They do get it, and maybe it is worth 
more when they do get it, but they have to work for it and 
work hard. It is often said in the legal profession that no 
lawyer ever comes to fame with a straight back or without 
a pale face. That is literally true of the young men who 
do not get their education in the universities, but get it by 
the light of their candle and by the terrible toil which I 
have mentioned to you. So much for the advantages of edu- 
cation. You enter the race with a great advantage in your 
favor. Make good use of it. Every one that goes out of 
a college or university has a sacred trust reposed in him, 
and those who come out not knowing that come out not 
knowing one of the miost essential things that he should 
know in coming out. He owes a duty to society as well as 
to himself. He is not a man simply to come into any com- 
munity to aggrandize himself and to satisfy his own greed. 
No, he owes the duty to society to watch public affairs, 
to participate in public affairs, to lift the community up, 
to do his part, in a word, as a good citizen to make the com- 
munity in which he lives a good community and a well- 



THE INAUGURATION 51 

governed community. If he fails in that he fails in the 
essential thing for which he was given an education. But 
you do not fail in it. Those educated in the schools of 
this country, the common schools, are prepared up to a cer- 
tain point to be good citizens, and after them come others 
with a better education, until finally we reach the top — the 
university graduate. And those who know most and have 
the most virtue — to use a homely phrase which was much in 
use when I was a boy — slop over, as it were, and what they 
know and what they are is thus communicated to all society, 
and helps society and lifts it up, although they sometimes 
are unconscious of it. In the last analysis, they say, public 
sentiment is made by only a few people. I used to say by 
one person to each block in a city, and a man told me one 
day never to say that again to a popular audience, for they 
would all vote against me if I ever came up for office. I 
said, 'No, each man in the audience thinks he is that one 
in the block. So they will all take it as a compliment.' 
But, however that may be, public sentiment is made up of 
a few people. When a masterpiece is produced by the 
painter artist, who knows that it is a masterpiece? The 
great art critic of the last century is called in and he looks 
at it and he sees it is a masterpiece. Ruskin sees it and 
knows it and he brings in another, and finally twelve, maybe,' 
see in it the masterpiece, because they are capable of judg- 
ing it. And the opinion of these twelve slops over and 
finally becomes the universal opinion of all mankind. And 
so it is, and so it always has been with the learned man, 
and on a larger scale a collection of learned men in a uni- 
versity. 

Now, I can say no more or you will think I am growing 
loquacious. So I will say nothing more but express again 
my good-will to this University and the feeling of pleasure 
which I have in coming here as Mayor to assist in the in- 
stallation of your new Chancellor." 

RESPONSE FOR THE EDUCATIONAL 
FOUNDATIONS 

ELIIIU ROOT, LL.D., '67, TRUSTEE OF THE CARNEGIE INSTITU- 
TION ; CHAIRMAN OF THE BOARD OF TRUSTEES OF HAMIL- 
TON college; SENIOR UNITED STATES SENATOR 
FROM THE S'lWTl-: OF N]i:W YORK 

"Mr. Chancellor, Your Honor, Excellency, Ladies and 
Gentlemen : It is interesting that the name of Elmer Ells- 
worth should come to l)e the head of the institutic^n which 



=2 XEW YORK UXIVER5ITY 

haif a centurv- ago was made famous by Theodore W'ln- 
ihrop in Cecil Dreame. 

Xon\-ithstandiQg the manly and vigorous voice that we 
have heard this morning from the far distant past, there 
are not many left under tlie sun who remember Chnsalis 
CoUege, in the fine gray old collegiate Gothic building on 
^Aashington Square. As I look back to it as it was in the 
early sixties and recollect the conditions which existed then, 
the conditions of the University- of the Cit}- of Xew York, 
of the boys' schools, one called Columbia and one the Free 
Academy of the Cit\-, and look across the long distance of 
time and see what there is now, I am deeply impressed by 
the fact that there has been a firm, steady, uniform, progres- 
sive development of the educational institutions of our coun- 
tr}^. There has been much free will for Presb}-terianism to 
lay hold of, but there has been more foreordination imposed 
by tlie genius of free government, the natural and necessarv^ 
development of a free, self-governing people. The multitude 
of impulses to promote reHgion, to minister to personal 
vanit}-, to advance the fortunes of individuals, to add honor 
to localities, to promote the development of particular 
branches of science : all the great variet}- of impidses which 
have led individuals to establish educational foundations, 
have been working out results, quite independent of the 
purposes, and forecasts of the individual founders. This 
myriad of impulses, coming from individual wiU, has been 
molded by the genius of a self-governing people into a 
system out of which gradually are emerging systematic re- 
sults. It has seemed as if our educational institutions have 
had little or no policy. Indeed, they have had but little con- 
sciousness of an intentional poHcy. They have been follow- 
ing the course of their destiny, driven on by forces not un- 
derstood by any man at their head, or even aU of them put 
together. GraduaU}- we see emerging a differentiation of 
our educational institutions. The old-fashioned college, the 
institution, however, it may be improved and developed from 
the germ of the old-fashioned college into the place of train- 
ing for the whole man to make him ready for whatever 
comes in life, is a separate class from the vocational institu- 
tion, broadening and taking in its thousands of students, 
filling their many separate desires to fit themselves for sepa- 
rate and special vocations in life. Xow come the founda- 
tions designed for the enlargement of knowledge without 
immediate and direct relation to the instruction of youth, 
designed to relieve the men engaged in instruction from the 



THE INAUGURATION 53 

increasing duties of research, represented by the Carnegie 
Institution of Washington, v/hich is one of the institutions 
I have the honor to represent here, so that research may be 
prosecuted, knowledge broadened, and excursions into the 
field of human possibilities undertaken far beyond the possi- 
bility of the institution whose first duty is to teach. As 
the multitude of the founders has increased, the spirit of the 
foundation has spread, and while Dr. Brown comes here from 
the western universities, he comes not from an alien sys- 
tem. The spirit of John Harvard and Elihu Yale and 
Eleazer Wheelock and Samuel Kirkland and all of that old 
and honorable list of men, who, centuries ago, devoted their 
substance and their prayers to the foundation of liberal cen- 
ters of learning in our country, has spread through the multi- 
tude of donors, through the army of instructors, until it has 
permeated the great body of the people and through all 
the great West that spirit is interpreted by the people at the 
polls, who have established the great State institutions and 
are now sending back their sons and men of their training 
CO broaden and invigorate the expression of that same spirit 
in the older institutions. The western State Universities 
of Wisconsin, Michigan, Illinois, California and all the rest 
are the same thing that the individual founded long ago in 
the East expressed through, the multitude who constitute 
government. 

I cannot stop without saying one word of a contribution 
made to this University by the other educational institution 
Vvhich I represent here to-day, Hamilton College. Forty- 
five years ago, John Norton Pomeroy, of the class of 1847 
of Hamilton, was at the head of the University Law School, 
and he was one of the few men who gave the impulse that 
has made the university what it is to-day, a noble, able, de- 
voted, self-sacrificing instructor. A conspicuous illustra- 
tion of that higliest of all functions of the teacher, in that 
he presented to the young men of his time, the spectacle of a 
life made happy without wealth, without office, without any 
power except the power of natural sympathy, and with no 
reward but the joy of continually seeking and finding truth. 

Chancellor Brown, I am sure that I can say for all the 
educational foundations of our state and our country, that 
you will find in them, in their officers, their friends, and 
their alumni, that sympathy and support without which no 
human power avails. In the republic of letters it is espe- 
cially true that no man gains by the downfall of another. 
It is all up and none down, because schools of learning are 



54 NEW YORK UNIVERSITY 

participators in the wealth of all learning. There are no 
Tripolis in the education of the United States. I extend to 
you continual syr'pathy, comradeship and God-speed." 

RESPONSES FOR AMERICAN UNIVERSITIES 

HARRY PRATT JUDSON, LL.D., PRESIDENT OF THE UNIVERSITY 
OF CHICAGO 

'Tt is with especial pleasure that I congratulate the new 
Chancellor on his induction into the administrative head- 
ship of an institution of learning situated in a great urban 
community. The obligations of a university under these 
conditions are of peculiar importance at this stage in the 
development of our country. 

We must bear in mind the two-fold function of any 
university — the discovery and the dissemination of truth. 
The emphasis to be placed upon these respective parts of 
university duty and the content which may be given to each 
of these parts may well differ according to the location of 
the institution. In a great city with its crowded popula- 
tion, the limits of the university duties are to be conceived 
as co-terminous with the limits of the city itself. In other 
words, the university should not be content with the dis- 
covery only of scientific truth, which may have most direct 
bearing upon the city life, but should be especially indus- 
trious in the investigation and dissemination of such forms 
of truth as are directly related to the city. In this sense, 
in the first place, the university should be a repository of 
all such knowledge as may be needed by any branch of 
the city government — economic, political, scientific, educa- 
tional. The university gathers within its walls a great body 
of experts in all these fields. The knowledge amassed 
in the university library and museums, and especially as 
energized by these groups of experts, should always be at 
the service of any branch of the city government. This 
of course does not imply that the university takes part in 
such political activities of the locality as might divide dif- 
ferent portions of the electorate. It does mean, however, 
that all questions that have to do with fact should be 
susceptible of immediate and comprehensive answer within 
the university walls. 

Of course, this same thing should be true also as related 
to groups of individuals. Organizations aiming at any 
humanitarian or economic purpose should be able to find 
within the university the solution of their various problems. 




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THE INAUGURATION 57 

In short, the university should be a storehouse of knowl- 
edge for the use of the city in all its complex activities, and 
should have that knowledge in such shape as to make it 
immediately available at any time. 

Further, an urban university has the very great advan- 
tage that it may use the city as a great laboratory for all 
its departments. This is true not merely of the manufactur- 
ing and commercial industries which every city supports. 
The economic and sociological departments of a university 
have a very great advantage in the means of study afforded 
by an urban population. 

Thus an urban university has very peculiar advantages 
and very peculiar obligations. There is need, I am sure, in 
every large city of all the resources which can be afforded 
by all the universities which are, or are likely to be, estab- 
lished w^ithin urban limits ; and therefore the New York 
University may share in one of the great works of the 
world." 



EDMUND JANES JAMES, PH.D., LL.D., PRESIDENT OF THE UNI- 
VERSITY OF ILLINOIS 

President James responded on behalf of the State Uni- 
versities. Unfortunately, owing to an oversight, a copy of 
his address was not secured for insertion here. 



MARY EMMA WOOLLEY, L.H.D., LL.D., PRESIDENT OF MOUNT 
HOLYOKE COLLEGE 

"Mr. Chancellor, a ceremony such as this to-day is in the 
nature of a coronation, to which we come as ambassadors. 
The Colleges for Women appreciate the honor of bringing 
a greeting and rejoice in the opportunity to wish for you a 
realization of all the high hopes for the future of this Uni- 
versity, inspired by what it has already accomplished, by the 
promise of even greater achievement in the coming years, 
and by confidence in you as a leader. 

Every thoughtful observer of English life and conditions 
last summer must have been impressed by the dramatic 
contrast between the pageantry of the coronation and the 
stern realities of ruling, which followed with such startlinc^ 
swiftness. Academic monarchs, Mr. Chancellor, have much 
the same experience. To-day, brilliant festivity, congratu- 
lation and acclaim — to-morrow the shouldering- of heavy 
responsibility. This responsibility is heavier to-day than it 



5o NEW YORK UNIVERSITY 

was yesterday, will be heavier to-morrow than it is to-day. 
To train the youth of the country for 'employment in 
church and public state' was not as complicated a matter in 
1701 as in 191 1. And as the task becomes more difficult, in 
like proportion does the need become more imperative. The 
country has a right to make a high demand of our colleges 
and universities, in this age of perplexity and complexity, 
a demand that they shall train meii, in the broadest defi- 
nition of that word, not invariably scholars — it is doomed 
to disappointment if that is the expectation — but thinkers 
and w^orkers, efficient, high-minded, sound in body and mind 
and soul, with a sense of responsibility for the common 
welfare. Nor is this high work for humanity exclusively 
the province of the colleges for men. All over the world 
there is a great sense of quickening In the social conscience, 
a great awakening in regard to the place and mission of 
women, in the body politic, in the body social, in the body 
religious. As representative of the women's colleges, I 
bring greetings from the institutions which have a respon- 
sibility not unlike that which is resting upon the under- 
graduate colleges for men, the responsibility of training 
human beings, not for any one special vocation, but for 
life, with physical and mental and spiritual powers so 
developed and disciplined that they are ready, wherever 
placed, to meet demands and master problems, to think 
straight and see clearly distinctions, intellectual and moral, 
and to live with the courage of their convictions. The 
particular vocation is incidental as compared with the larger 
issue. Efficiency and vision, there is no sphere of life to-day 
in which they are not needed, and the problem of the un- 
dergraduate college for women as well as for men is how 
best to meet this need. 

Our greeting to you, then, ]\Ir. Chancellor, is one not 
only of welcome and of good wishes for you, of congratula- 
tion for the University which has chosen you as its leader, 
but also of congratulation for ourselves, that your wide 
experience and high standards are to be devoted to the solu- 
tion of the problems and the realization of the ideals of the 
American college." 

TAMES HAMPTOX KIRKLAXD, PH.D., D.C.L., LL.D., CHANCELLOR 
OF \'ANDERBILT UNIVERSITY 

'T have been asked to say a few words as a representative 
of educational institutions founded by churches or private 
individuals. 



THE INAUGURATION 59 

The classification of institutions suggested by this request 
is, I trust, not very significant. There are dififerences in 
universities known by the distinctive titles of urban, state, 
church, or independent, but the points of agreement are 
larger than the differences. We may vary in origin, or in 
the sources from which we derive support, but the ideals, 
methods and agencies of our work are largely identical. The 
great educational forces of our whole country are one, and 
move as a unit in onward sweep and power. Perhaps the 
classification made is, after all, only a subterfuge for the 
selection of speakers, an expedient by which all voices may 
be heard, united in one grand chorus of acclaim on this 
joyous and auspicious occasion. 

So I shall speak with as little regard to my constituency 
as a United States Senator after he has been elected to a 
long term. But if I tarry one moment by my supposed sub- 
ject, I would pay a tribute to the religious agencies of this 
country for constant and abiding interest in educational en- 
terprises. This influence was potent in the founding of 
Harvard, of William and Mary, and of all our earliest in- 
stitutions. Some of these foundations have passed com- 
pletely into the hands of independent boards ; over some the 
churches still exercise a direct control ; with others there 
is maintained a sympathetic union, a relation of historic in- 
terest and friendship, advantageous to both sides. But the 
one lesson taught by all this history is the vital connection 
between culture and character ; between man the worker and 
man the thinker ; between making a living and making a 
life; between mind and soul whose full accord is essential 
to that vaster strain whose swell shall encircle the planet. 
If this lesson is ever forgotten — which I consider most un- 
likely — the memory of our educational history should call 
us back to true ideals. 

I bring to you, Mr. Chancellor, on this occasion the cordial 
greetings, the friendly congratulations, the sincere good 
wishes of a large number of colleges and universities. In 
these expressions of admiration and affection we are one. 
Your speaker comes from a long journey, the dust of the 
distant highway is on his garments. From the whole South, 
especially do I bring on this occasion personal and official 
greetings to you and to your institution. We remember 
gratefully your labors and ministries as leader of our na- 
tional educational forces. With confidence we wait as you 
now lay your hand to new tasks. By the history of your 
own institution vou are committed to an era of achievement 



and saccess. Educadonal workei^ everywhere have watched 
with admiiatioii the growth cf :1:5 Yaiversity in the past 
score of years. This canqins.. : t t vldiogs, these crowds 
cf ^riir:::; ^ ::: i the praise :: t :::e. The retiriiig 
C""-' :e"- : - .- : -T^^ded here £ H\ : ":. rze whose tablets 
recori - T Tr :: .ir greater: ir - -_: :Jie sametinie, 

he r:is 1t^ . : -zz z 'r:::\:-.: \'7- ti: fairing" than 

r:\}.::.T ::::;:: 7 ^ :: ::: r.rhahigh 

::' yon. 

7/t :^sks set fc-e::-T :';t T'/fTTT^ ::;' :~:tr; : : :/.f ::\r:.- 



them. Bj 
metropolii 
You are : 
service, 
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energies ii. 
yon hit -1 
and fro, ei 
id tr.e ~: '. 



^ of a great ideaL In : 

-i the great world fcr 

^re. These are, after 

r : ; r reason that instiTv 

! r " i . _ r.isv live in ^rear 



sucn enter^r 7- rasure not oar tasK: oy 

- '?. but in : r 5 : ?T:rit life. AH nature is 
: -h our ct.L ?.[ i /. csur brethren, all the 

::-f 2". t:::T r ir Tf— !rd. Parties may 
r : :;^ :: r ^ : \:\i :\±. cities rise and 

: : 7 r: 7 t5 wiU abide. 

::r : : ; f ::'. 5:;r5 :: _; : t leave their 



many, many years over :/ 1 t : : its 01 this L; 
through this instnncrr: :: -t: i:e :? lift < 



American citv to a hi^ 



THE INAUGURATION 6l 

RESPONSES FOR FOREIGN UNIVERSITIES 

JAMES BRYCE, O.M., D.C.L., LL.D., BRITISH AMBASSADOR; HON- 
ORARY FELLOW OF ORIEL AND TRINITY COLLEGES^ UNIVER- 
SITY OF OXFORD 

"Mr. Chancellor, Mr. Ma3^or, Ladies and Gentlemen : The 
privilege and the honor has been alloted to me of represent- 
ing on this occasion the universities of other countries. I 
will not use the word 'foreign,' because that word would 
not apply to the universities which are more particularly 
represented here by my friend, the member of the Senate of 
the University of Toronto, as well as myself. We do not 
answer to the name of foreigners. Moreover, what has 
been said already by my friend, Mr. Root, is true. There 
is no distinction in respect of language, or tongue, or coun- 
try, or form of government, between those institutions which 
are all devoted to the same high purpose. It is a particu- 
lar pleasure to me to be the bearer to you, Mr. Chan- 
cellor, of congratulations and good wishes in the ful- 
fillment of the duties that you are to discharge here, be- 
cause it has been my privilege to know you in Washington, 
and to know what experience and what breadth of view in 
all educational questions you will bring to the work that 
awaits you here. It is a further pleasure, having seen for 
the first time the site in which this University is located, to 
be able to congratulate you all, Chancellor, and faculty, and 
students upon the splendid position which your buildings 
hold, looking out over this great populous region and on 
to the distant hills, where nature presents to you that ampli- 
tude of view that a university ought to bring to all human 
problems. 

To be asked to speak for the universities of the European 
Continent as well as of England and Ireland, for I leave 
Scotland and Canada to my two friends who represent them, 
the Lord Rector of Aberdeen, and the member of the Senate 
of the University of Toronto — to be asked to speak on behalf 
of the universities of Europe, would be indeed a grave re- 
sponsibility, if it were possible for me at this time to say any- 
thing worthy of such a long line of famous institutions, 
beginning from the school of medicine and the school of 
law in the University of Salerno and the University at Bo- 
logna in the eleventh century, and going on thence to the 
wonderful University of Paris, the greatest intellectual force 
in the Middle Ages, and all the other universities of Italy and 
Spain and those of Germany, from the University of Prague, 



62 XEW YORK UXIVERSITY 

down to those German universities of the eighteenth and 
nineteenth centuries, which have so largely helped to make 
the new German Empire. Of these I will not venture to 
speak, but will only add that I have been speciallv com- 
missioned by the A 'ice-Chancellor of the University of Ox- 
ford to represent it here, as my own university, and to say 
that that older sister of yours — now eight hundred years 
old, but nevertheless, as hale and energetic as she ever was 
before — sends 3'ou her greetings and is glad to express her 
sympathy for your rising and expanding fortunes. She and 
all of the universities of Europe have the same common 
mission which you have, and there is nothing but friendly 
co-operation and sympathv between us all. As Avas said with 
equal force and truth by ^Ir. Root, there can be between in- 
stitutions dedicated to learning and science no envious 
rivalr}". nothing but a desire on the part of each that all 
the others shall flourish, because the good of each is the 
good of all. Our mission is the same now as it was in 
those early centuries, when the University of Oxford arose. 
In some ways the work that had to be done then was rather 
easier than that which stands before you and us now. The 
head of my college in Oxford, which was founded in the 
fourteenth century, and his colleagues in the headships of 
the other colleges of those days, were supposed to have done 
a great deal for their colleges, and built themselves a perma- 
nent name in their annals, if they had traveled to Italy and 
brought home a copy of a manuscript, probably of some 
work of St. Augustine or of Cicero. They were not ex- 
pected, as you presidents and chancellors of American uni- 
versities are expected now, to go about raising funds to 
build a new laboratory, or perhaps a new stadium. There 
was no trouble in those days about providing dormitories 
and lecture rooms, because the teacher lectured wherever 
he could find a place, possibly at the side of the street, and 
the students slept wherever they could find a roof to cover 
them. There were no elaborate organizations in those days. 
EA-erything ran itself, and there were fewer worries, espe- 
cially about funds, and the presidents and professors of those 
days were not obliged to spend the best part of many a 
working day in sitting upon Boards and Committees. ]\Iod- 
ern universities have lost as well as gained something by the 
completeness and minuteness of the organizations they have 
created. Xor in those days was it necessary to take much 
trouble to find pensions for teachers who were retiring or 
who ought to retire. That difficulty has now been splen- 



THE INAUGURATION 63 

didly met by the munificence of one of our friends on this 
platform, who never did anything better for universities or 
the world than when he made his great educational founda- 
tion. In those days the problem was simple, for there was 
nothing to do but tell the teacher if he was getting a little 
past his work, that the time had come for him to retire into 
a monastery. There were plenty of monasteries at hand 
and as he was presumably unmarried what could suit him 
better? The main problem before every university is still 
the same now as it was then, to collect knowledge and to 
advance knowledge and to stimulate youthful minds, but 
there was a great difference in the attitude of youthful 
minds toward knowledge in those days. Universities were 
then like a few lamps twinkling amid the encircling gloom 
of ignorance which overspread Europe. Nowadays knowl- 
edge is everywhere. Knowledge of a sort is so diffused that 
people have come to think it cheap. Knowledge is like a 
diffused light spreading from the sky down over the whole 
world, even if it is for most people somewhat dim and hazy. 
And there is so much knowledge of the hazy kind, and every 
one is so fully persuaded that he is in possession of what 
he wants of it and there are so many voices and pens mak- 
ing things doubtful by their divergences that many people 
seem to have almost lost their interest in truth in the diffi- 
culty of discovering it amidst the enormous variety of fluc- 
tuating and discrepant opinions. This has made the task of 
the university not only more difficult, but more important 
than it ever was before, because the universities are the 
places where knowledge needs to be tested ; where knowl- 
edge ought to be made thorough, and above all, where 
knowledge must be studied in the right spirit. In the Mid- 
dle Ages, when there was so little knowledge, and it was 
so hard to get, there was an eager passion for it, which 
brought men from the farthest corners of Europe to the 
place where any famous teacher could be listened to, and 
made them hang upon his words, and nerved them to bear 
all hardships and sacrifices in order that they might ob- 
tain the precious gift of knowledge from his lips. But now 
the passion and eagerness seems very largely to be devoted 
to getting that kind of knowledge which is most useful not 
for mind and soul but for practical success in life. And so 
we feel in Europe — perhaps you too may feci it here — we 
feel m Europe that one of the chief things that the univer- 
sity is called upon to do, is to insist that although it is its 
duty to give instruction whicli shall fit men for all the prac- 



64 XEW YORK UNIVERSITY 

tical business of life, qualifying them to do their profes- 
sional work in the best possible ^vay, upon the basis of the 
most accurate knowledge, still that is not the highest duty 
of the university, nor the duty in discharging which they 
will do most to help forward the progress of the world. The 
gainful occupations will take care of themselves, but the 
universities are especially called upon to hold up the high- 
est ideal of the pursuit of knowledge and truth for their 
own sake. They must make men feel not only that the 
physical sciences will best advance and develop when they 
are studied in the abstract and in theory as well as with 
regard to their practical application, but also that truth is to 
be sought simply because it is truth whether any material 
benefit will or will not follow. The spirit by which dis- 
coveries are made, and the spirit Avhich makes teaching 
stimulating and ennobling springs out of a disinterested love 
of knowledge and truth for themselves. This is the char- 
acteristic function and duty of universities. They are called 
upon to resist the pressure which is often put upon them 
to confine themselves to a narrow practical view of knowl- 
edge and of the intellectual aptitudes which serve gainful 
ends. The American universities, I am happy to think, 
have shown themselves alive to their dutv in this respect 
and are most of them doing all that can be done to main- 
tain the ancient and splendid ideals which inspired the 
universities of ^Mediseval Europe. You here in this great 
city have got an immense field open to you. Your mission 
in this vast commercial city is the same as we have in the 
cloisters of Oxford. It is a glorious mission with Avhich 
the Avelfare of our race in our respective countries is bound 
up, and we here from our antiquity of eight hundred years, 
express to you our sympathy and our hopes, and Avish you 
all success and prosperity in your work, a success and pros- 
perity commensurate Avith the greatness of the city in AA'hich 
your lot is cast."' 

AXDREAV CARXEGIE, LL.D., LORD RECTOR OF THE UXIVERSITY 
OF ABERDEEX 

''Ladies and Gentlemen : The home authority, responsible 
for my gorgeous robes upon this occasion, cA^dently thought 
that I should best promote the — Avhat shall I say — the hap- 
piness of the family, if I Avere seen and not heard. The 
last three or four days I have been bearing my blushing 
honors thick upon me. There came the message from 
Aberdeen : 'You are elected Lord Rector of Aberdeen, 



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THE INAUGURATION 67 

without a contest, no opposition.' Mr. Mayor, that is the 
kind of a candidate you should select for an election. When 
you want a candidate next time for a position that has 
great honor and little labor, one that can get a walkover, 
I suggest to you I might be worthy of your consideration. 

It is not customary in presenting addresses in Europe 
to accompany them by words. The oration is supposed to 
be within the roll presented. Therefore, my guide sug- 
gested that we should have the very telegram apprising me 
of my authority to act here to-day as Lord Rector for the 
first time — Mr. Chancellor, you are quite right — I trust it 
is not for the last. Herein (indicating a letter receptacle) 
is contained the identical message flashed across the Atlantic, 
three thousand miles under sea, giving me the great honor 
of being present here in my official capacity and this ad- 
dress, sir, I beg to present to you, hoping that it may be 
placed among the archives of your University, to show to 
future generations, centuries hence, that there was a Uni- 
versity of Aberdeen, and that there was a young man 
named Carnegie, who was Lord Rector, and that his wife 
had the good sense to preserve the message, and that it 
was handed over to be held among the archives of this 
University, when it has a thousand years more added to 
its age. 

I venture to say this for Aberdeen, and I know I express 
the sentiments of every one connected with it, that they 
have watched the history of your university, not with less 
favor, since it was known to have a little smack of Presby- 
terianism in it, for which we Scotch folks are remarkable. 
We trust, sir, that this University of Aberdeen, which al- 
ready boasts four hundred years' existence, will double and 
treble this for it is that institution which more than any 
other imiversity, even in Scotland, I believe, deserves to be 
remembered, and celebrated for the fact that its students 
cultivate literature on a little oatmeal. It is a poor univer- 
sity, as far as means are concerned, but it has a record, and 
the struggles that young men subject themselves to there, 
to earn its degrees, are indeed a daily wonder. 

Let me tell you about Scotch universities. You know I 
gave them a gift, and I said to them that they should help 
struggling students and advance the fees of those who 
were worthy, but if in future years any of these students 
were successful and wisht to repay the advance made, not 
as a debt, but as a proud honor, I think in doing so they 
will be showing the love of independence so dear to the 



68 NEW YORK UNIVERSITY 

Scot. Let me tell you it is only five years since that trust 
began. Last year I got letters from about fifty students ; 
they sent me copies at my request, and they had paid back 
over fifteen hundred pounds (seventy-five hundred dollars) 
of the fees advanced, and this next year, so I am told by 
the actuaries, they believe that twenty five hundred pounds 
(twelve thousand five hundred dollars) will be returned 
by these poor students ; and when I read their letters, wasn't 
I proud of my Scotch blood ! 

Mr. Chancellor, I beg to assure you that your elder 
sister university has watched your career; that it hopes 
you will still be engaged in the common work of leading 
the human race upwards — for all the centuries to come." 

HON. WILLIAM RENWICK RIDDELL, F.B.S., LL.B., L.H.D., JUS- 
TICE OF THE king's BENCH; MEMBER OF THE SENATE 
OF THE UNIVERSITY OF TORONTO 

''Mr. Chancellor, Ladies and Gentlemen — I feel peculiarly 
complimented upon being asked to address you this after- 
noon. I have not the very great advantage (teste Dr. 
Draper) of being born on a New York farm ; but I did the 
best I could. I was born on a farm on the shore of Lake 
Ontario, almost in sight of the State of New York; 
and after I came to years of manhood and was digni- 
fied by the grant of Her Majesty's patent as one of 
her Counsel learned in the law, I had the pleasure on more 
than one occasion of representing this great State of New 
York in Her Majesty's Courts in my native province, 
thereby assisting to distribute the wealth of this State. 
And yet, while I feel highly complimented, 'never- 
theless, I have somewhat against thee,' I am not wholly 
satisfied. (That is, however, the normal condition of a Ca- 
nadian.) I do not corn-plain but am proud indeed that I have 
been associated with speakers such as we have heard this 
afternoon, and especially that I have been associated with 
two brother Scots, one of whom continues, like myself, 
to be a British subject — and the other was once a British 
subject. I am placed beside my friend, Mr. Bryce, who is 
distinguished as statesman, historian and scholar, and Dr. 
Carnegie, whom I am proud to call friend, because he is 
the friend of all who, like him, are followers of the Prince 
of Peace. But what I do complain of is very much what 
was indicated by Mr. Bryce — that it is as a representative 
of a foreign university that I am presented. Now, I am a 
Canadian to the last drop of my blood. I was born under 



THE INAUGURATION 69 

the British flag, and I come from a Canadian university; 
but there is no Canadian, at least no English-speaking 
Canadian, who considers himself a foreigner in this city or 
in this State. It is true that we are living in a land over 
which floats another flag, whose colors, red, white, and blue 
as they are, are differently arranged from the same colors 
on yours ; and therefore from the standpoint of international 
law, we are aliens. It is true that it is the great nation 
across the Atlantic with which we in Canada are bound, 
politically and by that bond stronger than a band of steel, 
the bond of affection and ardent loyalty; but in all else we 
are to a great extent a part of the continent to which we 
belong. We are intimately associated with the people of the 
other part of that continent, both socially, commercially and 
financially; and why should we not be? 

It is not in a physiological sense alone that 'blood is 
thicker than water' ; and we are descended from the same 
ancestry. We have hundreds of years of history in com- 
mon. Our language is the same. We all claim as our 
very own, Shakespeare and Milton. Our laws are almost 
identical ; our institutions are similar. We have the like 
aspiration for liberty and justice, truth and righteousness. 

From the Atlantic to the Pacific, for thousands of miles, 
stretches the longest international boundary on the face of 
the earth, and on neither side is there a fort which is 
more than a glorified farmhouse, a fortification which 
would not remind us children of the farm like you, Mr. 
Chancellor, and myself of the root house which used to be 
found upon every farm. We are pursuing our destinies in 
peace, side by side, working out our destiny in our own 
way. Our inland waters, pure as the heavens their source, 
bear the commerce of two peoples of one great race, one 
people, great now, and the other aiming to be great and 
determined to be great; but these pure waters are not pol- 
luted by any armed navy, or by any armed ships, except 
such as are sometimes heard of on political platforms, but 
never seen in war. It is for that reason, among others, that 
I am proud to be here. 

Let no man suppose, let no man be persuaded that that 
good will which has prevailed between the people on this 
side of the international boundary and those on mine has 
been but on the surface, that the little storms on one side 
or the other have done more than clear the air and make 
the calm more grateful and serene. 

And let no man be persuaded that the recent events in 



70 NEW YORK UNIVERSITY 

Canada have any significance as indicating any diminution 
in the kindly feeHngs of my people toward yours. 

The history of the commercial relations, the trade rela- 
tions between the people of the United States and the people 
of Canada, either alone, or the people of Canada taken with 
their mother country across the Atlantic, has been a comedy 
of errors, in some instance almost grotesque. From the be- 
ginning, what one people wanted, the other refused, and 
when that other came around to a dififerent view, then the 
first had also changed ; and they were again at cross pur- 
poses. This whipsawing — I think that is the academic 
term — this whipsawing was expected to be brought to an 
end by the Elgin Treaty of 1854; but that was denounced in 
1866, largely to punish the mother country vicariously 
through her daughter upon this side of the Atlantic; an 
easy method of dealing with a strong power. Then Canada, 
over and over again, urged the United States to grant her 
a renewal of the agreement. Her envoys were sent again 
and again to Washington. For sixteen years upon her 
statute book was a standing offer of reciprocity. Do not 
fear — I am not going to talk politics. As often as the en- 
voys came they were received, sometimes graciously, some- 
times the reverse : but their efforts ever were wholly in vain. 
At last Canada decided she would ask no more. With in- 
finite labor, with infinite pains and splendid courage, of 
which I am proud, Canada forged out for herself new ave- 
nues of trade and new means of revenue, proving herself 
no unworthy daughter of the nation across the sea, a sister 
not unworthy to stand side by side with the greater and 
older and richer brother to the south; and when at length 
she had achieved to a certain extent that kind of trade in- 
dependence which she desired and to which no other country 
is more entitled — for no country ought to be more inde- 
pendent — then came that overlong-delayed proposal. The 
majority of Canadian voters decided they were satisfied with 
things as they were. Forty-eight per cent, of the million 
and more who cast their ballots at the recent election 
thought they would like to accept the offer which had been 
made and made in good faith; fifty-two per cent, thought 
otherwise. Had three per cent, changed their views the 
result would have been different. Now I do not adduce 
that as any evidence of what I have been saying, that there 
has been no change of feeling. It has no significance one 
way or the other. 

But it takes two to make a bargain. Canada is mistress 



THE INAUGURATION 71 

in her own house; and the American people would be the 
very last people on earth to desire to force anybody into a 
bargain simply because the American people desired to make 
it. 

No more was ill feeling manifested by that election, or 
by the result of that election, than there was ill feeling in 
the heart of Americans toward the Canadians during the 
sixteen years or more in which we were making a standing 
offer of reciprocity, and in the many years in which our 
envoys were seeking from you a renewal of the treaty. 

Now, let me not be misunderstood. I admit that there 
is in some parts of our Dominion an occasional individual 
who calls himself and perhaps believes himself to be a hater 
of the United States ; but then I am informed that there are 
still in some remote parts of this great union some who be- 
lieve they are haters of England. If there are some on our 
side of the international boundary — and they not always 
'lewd fellows of the baser sort' — who like to take a shot 
at the American Eagle, the lion's tail is not wholly safe in 
some parts of your country. 

We are intimately associated, sir, in educational matters 
as in all else. Our common or public school system in On- 
tario was based upon the common school system of Massa- 
chusetts. Our universities have taken much the same 
course of evolution as your universities upon this side of 
the line. True, in the University of Toronto, from which 
I have come, there are three separate arts colleges, each hav- 
ing its own faculty and its own senate, but the reason for 
that is historical; and the other Canadian universities in 
general have not that peculiarity. If I were to be asked, 
I would say that the University of Toronto in all else is 
more like a large American than a large English university. 
We have separate departments, faculties, post-graduate 
courses, college of medicine, and so on, and so on. We are 
pursuing the same end through much the same methods and 
by much the same means — or want of means, because our 
university, like every other university that is worthy the 
name, is poor and cannot get enough money. We have not 
yet in Toronto a Doctor Carnegie, although we are hoping 
to have one before the century is out. And our universi- 
ties send their graduates to this side to fill the chairs in 
American universities, and we draw from American uni- 
versities to fill our chairs ; and there is nothing- which you 
can do, there is nothing which can affect the university or 
university education or teaching in this great Union which 



72 XEW YORK UXIVER5ITY 

will not liaA'e its effect upon the University of Toronto. I 
do not mean simply indirectly and by the influence which 
the university would have upon the people of the United 
States, through them upon the people of Canada, through 
them ultimately upon the University of Toronto ; but I 
mean more directly, for in view of the solidarity of learn- 
ing in the kingdom of letters, nothing can be done by one 
sister, one stibject, which will not aff"ect, beneficially or the 
reverse, the other. 

And it is for that reason, ^Ir. Chancellor i but not alone 
for that reason) that we are glad that you have accepted 
the dignified and honorable position to which you have been 
designated. AA'e are glad that Xcav York University will 
not be checked in that high career which it has begun and 
in Avhich it has for so many years been running. A\'e hope 
and expect and believe that her future will be brighter even 
than her past. ^Iv friends, it was no shoot from a wild 
olive Avhich was to-dav grafted into this university. ('I use 
the Avord 'graft'" in the horticultural and not the political 
sense.) It Avas no shoot from a Avild olive, as my friend, 
the Chancellor, said, but it Avas a scion AA'hich came from 
the very oHa'c tree of Pallas Athene, beloved of Athens. Xo 
such disaster has happened as Avhen the Persian invasion 
OA-erAAdielmed the City of the A'iolet CroAvn and burnt the 
sacred olive of the Goddess of Learning; it Avas. indeed, 
feared that the like had happened Avhen Chancellor !Mac- 
Cracken resigned his position ; but Ave hope and expect that 
as that tree sent forth a shoot immediateh- after the retreat 
of the Barbarian. AA'hich spread and spread and spread and 
became a great tree, so you, sir. Avill be the neAV tree, the 
ncAv root from AA-hich a ncAv glory Avill arise in this uni- 
versity. 

AA'e upon the other side of the boundary look upon 
you in the United States, and in the universities of the 
United States and in this uniA'ersity, not simply as neighbors 
and friends, although that Ave behcAX you to be, not as 
distant kinsmen or cousins, but as brethren: and Ave gricA-e 
Avith you OA'er your failures and Ave rejoice Avith you over 
your successes. AVe Avatch Avith a brother's interest the 
experiments AA-hich you are making in education, as in every- 
thing else. AA'e are proud of the position AA'hich you have 
taken and are taking and are to take in the Avorld of learn- 
ing, and Ave look upon these acts and achieA'ements of yours 
as the acts and achieA'ements of our A-ery brethren — and if I 
correctly understand the feeling of my university, I say it is 



THE INAUGURATION IZ 

the prayer of my university, as it is my prayer, that in this 
university there will be no backward step, but ever a press- 
ing onward and onward toward the perfect day. 

I bring to you the greetings and best wishes of the Uni- 
versity of Toronto, and the other universities of the Do- 
minion of Canada. I hope the best for this university : and 
the highest hope can go no higher than this: May the 
Chancellor be worthy of his university, and the university 
be worthy of its Chancellor." 



THE INAUGURAL DINNER 

The Inaugural Dinner was held in the Grand Ballroom 
of the Hotel Astor, at half past seven o'clock, and was pre- 
ceded by an informal reception to the Chancellor and guests. 
More than two hundred visiting delegates and guests and 
six hundred alumni were present. The delegates and guests 
were seated with representatives of the Faculties and Coun- 
cil, at small tables next the Speakers' table ; the alumni were 
seated by schools and classes. The invocation was pro- 
nounced by the Rev. Nehemiah Boynton, D.D. The sou- 
venirs of the dinner were particularly appropriate consisting 
of a violet-covered book containing half tones of the seven 
University Chancellors, and of sorbet boxes in the form of 
a clump of violets. Reinald Werrenrath, '05, was present 
with a double quartet of University singers and led in the 
singing of the college songs. An especially pleasing feature 
of the musical program was the singing of the respective 
college songs immediately following the addresses by the 
various college representatives. 

ADDRESSES 

Dr. George Alexander^ President of the University 
Council, acted as toastmaster and introduced the speakers 
as follows : 

"Members and friends of New York University, honored 
guests, ladies and gentlemen : If the festivities of the even- 
ing are ended, the solemnities may now begin. 

You men who call New York University Alma Mater, 
can appreciate the embarrassment of an alien forced into 
undue prominence in the exercises of this memorable day, 
by the accident of office or the grace of longevity. The 
best that I can hope, is that you will regard my failure to 



74 NEW YORK UNIVERSITY 

graduate at New York University as a youthful indiscre- 
tion, which may be partially atoned for by post graduate 
service. 

The duty devolving upon me is a very simple one. I 
have to propose now the first toast of the evening and ask 
that you arise and drink to the health of the President of 
the United States." 

[Toast to the President of the United States.] 

'T have now the pleasure of reading a letter from the 
President. 

The White House, Washington, D. C, 

October 28, 1911. 
My Dear Mr. Kingsley : 

I have your letter of October 26th, and regret that 
my engagements preclude my attendance at the inaugura- 
tion of Dr. Brown as Chancellor of New York University 
on November 9th. The government lost a faithful and 
valuable public servant when Dr. Brown resigned as Com- 
missioner of Education, and the New York University is to 
be congratulated upon securing the services of so able and 
distinguished an educator. 

I send you my best wishes for the success of the installa- 
tion ceremonies. 

Sincerely yours, 

AViLLiAM H. Taft. 

I have also to read a message sent by the Bureau of 
Education at Washington, with which Chancellor Brown 
has so recently been connected. 

The Commissioner of Education and the entire stafit of 
the Bureau of Education send hearty greeting and congratu- 
lations to you and to the University upon this auspicious 
occasion, and best wishes for a most successful administra- 
tion. 

P. P. Claxton, Commissioner." 

[Numerous other letters and telegrams were received but 
could not be read because of lack of time.] 

"And now it is my privilege to present to you the man 
who is the occasion of all of this disturbance to-day. He 
described himself this morning as a wild olive. He will 
be tame enough before we get through with him. Allow me 
to present to you Chancellor Elmer Ellsworth Brown." 



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THE INAUGURATION ']^ 

ELMER ELLSWORTH BROWN, PH.D., LL.D., CHANCELLOR OF 
NEW YORK UNIVERSITY 

*'Mr. Toastmaster and all the rest of you : My particular 
function to-night is to abstain from making a speech. This 
affair has been arranged by the alumni of the University, 
and it is perfectly well understood that what the alumni 
wish to-night, after all of the indulgences of the day, is to 
hear from the men not connected with New York Univer- 
sity, who represent the friendly relations that we are fos- 
tering with other institutions; and so the New York Uni- 
versity man is going to try to get through in a very short 
time. 

Let me say to the Alumni that I congratulate you upon 
the success of this affair this evening. It is no secret, I 
think, by this time, that it is a very enjoyable, and a very 
bright, and a very successful affair. The word has been 
passed around freely here at this table, so I think I am giv- 
ing nothing away. I congratulate you, and so far as I have 
a right to claim any part of it, I want to thank you very 
heartily. 

There is one announcement of policy that I should like 
to make on behalf of the Council of the University, of 
which I chance to be a member. We are not announcing 
many policies in advance, but the time seems to have come 
to announce one, and it is this : 

It has been decided not to conduct the affairs of the 
University permanently upon the lines followed this week. 
There is no mistaking the fact that we are having a fairly 
good time of it, but we don't expect to be able to run the 
University very long in just this way. Next week maybe, 
we shall get away from our festivities and get down to 
the ordinary crackers and cheese of every day work, and we 
shall be happy to have done so ; but we shall be all the 
happier in getting down to the plain things of every day 
because we shall have such pleasant memories of these days 
of this week, and particularly of this day. And now, Mr. 
Toastmaster, I think the other speakers ought to have their 
chance." 

The Toastmaster : **As the spokesman for the Univer- 
sity for the time being, may I ask you men of the Uni- 
versity in the manner most approved among you, to 
endorse my words as I express our thanks to the dis- 
tinguished guests representing various educational institu- 
tions, who have honored us by their presence here to-night. 



78 NEW YORK UNIVERSITY 

(Cheers.) One of them remarked to me a few moments 
ago that he had never in his Hfe sat in the presence of so 
many brains. 

The most venerable of our American universities was 
nurtured in what I once heard Wendell Phillips cah 'the 
thin air of provincial Boston.' Harvard is represented here 
to-night, not by her president, but by a member of her 
faculty, who is among us taking notes ; in other words 
investigating the educational system of New York. I pro- 
pose the health of Fair Harvard, and introduce Professor 
Hanus, her representative." 

PAUL H. HAXUS^ B.S., LL.D., PROFESSOR OF EDUCATION, 
HARVARD UNIVERSITY 

''Ladies and Gentlemen : I have the honor to bring greet- 
ings and congratulations from Harvard University to 
Chancellor Brown, and to New York University upon this 
auspicious occasion. I regret extremely that it was impos- 
sible for President Lowell himself to bring you these con- 
gratulations and greetings, because I know how much 
pleasure it would have given him. I regret it also because 
I am here among a good many presidents of colleges, and 
I am nothing but a professor; and in the second place, I 
am one of those unfortunate persons, who make their best 
after dinner speeches on the way home, after the occasion 
is over; and finally, I am only a professor of education — 
it used to be called 'pedagogy' — a subject which has not 
yet attained universal academic respectability. 

However, I am also delighted that I happen to be the 
representative of Harvard University on this occasion, just 
because I am a professor of education. Your distinguished 
Chancellor, as it happens, began his university career as a 
professor of education — as a professor of x; for education 
as a university study was at that time an unknown and 
undetermined quantity. Education was a newcomer among 
university studies, and the representatives of the new study, 
as well as that study itself, were looked upon with some 
suspicion, and sometimes almost with aversion. It was one 
of Doctor Brown's achievements that he helped to allay 
this suspicion in the two institutions with which he was con- 
nected, the University of ^Michigan and the University of 
California. His distinguished sen^ices in the field which 
he then occupied helped to make the study of education 
respectable. I speak advisedly, ladies and gentlemen. Those 
of you who look upon the activities of the university in the 



THE INAUGURATION 79 

field of education to-day will scarcely realize what a strug- 
gle had to be undergone in order to wring from the uni- 
versity faculties of this country an appropriate and adequate 
recognition of the importance, the magnitude and difficulty, 
and the complexity of the problems with which the univer- 
sity professor of education has to deal; and an acknowl- 
edgment of the seriousness of that study as a university 
study. 

It is odd, but true, that one of the most distinguished 
universities of this country established its courses in educa- 
tion, decided what should be taught in them, and then 
invited the professor to take the chair; and none of the 
courses could be counted toward a degree. If any students 
elected the courses in education no harm should come of 
their misguided interest! Among the things that the pro- 
fessor had to do when he assumed the direction of affairs 
was gradually to kill most of the courses that had already 
been decided upon, and to substitute in their stead other 
courses that seemed to be more reasonable and more likely 
to be commensurate with his responsibilities. 

But I am talking about what is now ancient history. That 
was twenty years ago. Since that time an appreciation of 
the duty of the university to study education — that activity 
on which human progress so largely depends, has been 
achieved ; and there are very few self-respecting universities 
in the country to-day that are not seriously studying the 
subject, or that are not preparing to study it. 

I am not here, however, to discuss at length the struggle 
which this new study of education had to find its place 
among the established university studies. I want in the 
few minutes at my disposal rather to draw your attention to 
the new forms which this study of education has assumed. 

I suppose there is no subject in the world which has so 
many specialists as education. I have observed that busi- 
ness men, and lawyers, and physicians, when elected to a 
board of education or to a school committee, as we say in 
Massachusetts, immediately become specialists in education. 
It is not likely that if these men were put on a board for 
the construction of a railway, or a board for the develop- 
ment of a hospital, or a board for the development of some 
business enterprise, with the details of which they were un- 
familiar — it isn't likely that they would at once develop the 
specialist's knowledge and express the specialist's judgment 
in those fields, as they often do in the field of education. 
That is a strange fact ; but the reason for it is not far to seek. 



8o 



NEW YORK UNIVERSITY 



It is fortunately everybody's lot in this country to be edu- 
cated, to some extent at least. Sometimes a man is sub- 
jected to it under compulsion, to be sure; but it is neverthe- 
less his lot. He consequently grows up with the idea that he 
knows something about education, just as every one grows 
up in this English-speaking land with the idea that he knows 
something about the English language. Now, we learned 
long ago to distrust that general knowledge, and to insist 
that if a man is to know the English language, he must study 
the English language, he must practise the English language, 
he must understand how the English language is to be used 
and have abundant opportunity to use it. Well, as I said, in 
the field of education everybody is ready to express an opin- 
ion ; and unfortunately, until very recently the professors 
of education and students of education, like all the rest, could 
rely only on opinion with respect to educational affairs. 
And to the present day that is largely true. We are, how- 
ever, trying to learn to put behind opinion established truths. 
To-day, on most matters of education your opinion is as 
good as mine ; mine is as good as yours, and neither of them 
is good for much when it comes to using our opinions as a 
guide for practice. The reason for that is the reason which 
I have indicated, namely that even as specialists, we are still 
in the realm of opinion, where the layman's opinion is as 
good as the professional man's, and the professional man's 
opinion is no better than that of the layman. 

Now, I don't want to be misunderstood; I have exag- 
gerated a bit, of course. It must certainly be true, almost 
always, that the man who devotes himself to the study of 
education will acquire opinions that have more value than 
the opinions of the man who has not studied education. 
Nevertheless, it still remains true that we are just beginning 
the development of a science of education. It is only a little 
while ago that we had no science of psychology ; it is now 
a rapidly developing science. So it has been and is with the 
formative science of education. Perhaps what I have been 
saying will be more intelligible if I give one or two illustra- 
tions — very elementary they will seem to you ; but they will 
serve my purpose all the better on that account. 

If any half dozen people in this room were asked how 
much arithmetic a boy fourteen years of age knows what 
would those half dozen people say? If they were asked how 
well he ought to know it, what would those half dozen peo- 
ple say? If they were asked how much arithmetic he ought 
to study, there would probably be half a dozen different opin- 



THE INAUGURATION 



8i 



ions, and if they were asked how well he ought to know it, 
there would probably be as many more. My point is this : 
That since we haven't found out how much arithmetic a boy 
of fourteen knows, we don't know how much time it takes 
him to learn it, and we don't know what methods it takes in 
order to get him to learn it. In other words, we have not 
experimented in education to establish facts on which we 
can rely, as the surgeon has experimented to establish the 
facts on which he can rely; as the engineer has established 
facts on which he can rely ; and as the psychologist is coming 
to establish facts on which he can rely. My point then is, 
that in the field of education, one of our problems is the 
setting up of well-organized, carefully checked, appropri- 
ately appraised experiments to settle general opinion. 

Let me give one other very homely illustration: If 
you were to ask your neighbors — any one of you — whether 
it was a good thing for a boy or girl to study English 
grammar, you would probably get a variety of opinions. If 
they were asked also how much grammar the boy or girl 
ought to know, you would probably get another set of 
opinions ; and your opinion, like his opinion, would be good 
for little or nothing in determining the question at issue. 

Now, how shall we find out? Suppose we have ten 
schools over here, in which the principals are interested in 
teaching grammar as well as it can be taught. Over here 
are ten schools in which the principals are indifferent with 
respect to the amount of grammar a pupil ought to learn. 
Suppose those two groups of principals were encouraged to 
teach the English language, with or without much English 
grammar, as they prefer, for a series of years ; and sup- 
pose that during the time that this experiment is in progress 
— say five years — it is carefully watched; and at the end 
the results in the use of the English language and the 
facility with which the pupils acquire a foreign language are 
judicially appraised. Don't you think we would know a 
great deal more about what English grammar is good for 
than we know now? 

These illustrations are very homely and very element- 
ary, as I have said, but unfortunately they indicate new 
procedures in the field of education, to establish or refute 
the most elementary, the most widely accepted or con- 
troverted opinion. So, we might go on with a variety of 
other illustrations. Wc would like to know, for example, 
whether a board of education consisting of seven members 
is better than a board of education consisting of forty-six 



82 XEW YORK UXIVER5ITY 

members. We have gathered in this city, as you know, a 
large amount of opinion on that subject, and we have really 
convinced nobody. The only way to lind out whether a 
board of seven is better than a board of forty-six, is to 
have the working of a board of forty-six carefully in- 
quired into, and a board of seven carefully inquired into ; 
and to do that not in one place, but in a good many. I am 
using forty-six, because that happens to be in my mind, but 
take twenty-six, or twenty, or any number you please. My 
point is that the thing to do is to find out by careful in- 
vestigation, by inquiry, how a board consisting of twenty- 
six members works. Find out by careful inquiry how a 
board consisting of seven works ; and do that for a number 
of places and over a series of years, and set your facts 
forth in such a way. that he who runs may read. 

I don't want to take more than my proper time. ^Ir. 
Chairman : but before I sit down. I want to say three things : 
First, that one of the great obstacles to educational advance 
in this country, and in every country for that matter, is 
complacency — self-satisfaction ; second, that the way to get 
rid of complacency, and to make progress, is to set going 
the habit of self-examination : and third, that in order to 
get out of complacency and to realize the progress we are 
after, is to set going well-conducted, well-organized, well- 
checked, and well-appraised experiments. In that way we 
shall tend to break up the autonomv which every great 
school system, and many a small school system acquires, and 
shall see clearly in education not merely an important 
routine, but the problems underlying that routine, and work 
progressively toward their solution. In closing. I wish once 
more to congratulate this University heartily on its acquisi- 
tion of Chancellor Brown, and to congratulate Chancellor 
Brown on the opportunities which the Chancellorship affords 
him. And finally. I want to suggest to Chancellor Brown that 
one of the ways in which it seems to me the Universit}' can 
render most conspicuous ser^'ice to this communit}' and to 
this countr}-, is so to manage his trustees and the friends 
of the Universit}', that they will help him to undertake the 
self-examination, destroy the complacency, and set going 
the experiments in the "field of education to which I have 
referred. Thus will the University contribute its share, and 
play an increasingly important role in the progressive 
development of that science of education which we all hope 
is near at hand." 

The Toastmaster : ''AA'e most heartilv welcome to our 



THE INAUGURATION 85 

company to-night, Eli. I propose the health of Yale, Mother 
of Men, and her President, Arthur Twining Hadley." 

ARTHUR TWINING HADLEY, PH.D., LL.D., PRESIDENT OF YALE 
UNIVERSITY 

''Mr. Toastmaster and Chancellor Brown, Ladies and 
Gentlemen : — 

When I first heard that it was suggested that New York 
University should take away from the National Government 
the head of the Bureau of Education, I hardly knew what 
to do more, to commiserate the Bureau of Education or to 
congratulate New York University. 

In the blanks for information which are sent by various 
agencies to all of us for the recommendation of candidates 
for positions, the first question usually is : 'Have you seen 
the candidate actually at work?' I have seen the candidate 
actually at work, and I have seldom seen a man who works 
to so much purpose. 

I had occasion not long ago to investigate the scientific 
work done in various bureaus at Washington. The Bureau 
of Education was not one of those investigated. On the 
contrary it was one that helped me in the investigation. 
But I was impressed with the fact that no other bureau was 
organized as efficiently as the Bureau of Education, under 
the gentleman whom we to-day salute as Chancellor. Work- 
ing with small resources on large problems, he had so or- 
dered the service as to do twice and three times and four 
times what any of his predecessors had done, and he had 
so encouraged those under him with his support, that they 
learned to do the work in the way that he did, and to get 
results from it. As he takes up the duties of his new posi- 
tion I congratulate New York University especially on the 
fact that he is a man who not only does but also looks for 
results. 

In the experimenting that we are doing on education 
to-day, we all of us are tempted to lay too much stress on the 
process, and too little on the product. Mr. Brown and Mr. 
Hanus will know best how difficult it is to make our meas- 
ures measures of efficiency, instead of measures of knowl- 
edge or measures of industry. A French essayist has said 
that virtue is more dangerous than vice, because its excesses 
are not subject to the restraint of conscience. In educa- 
tional matters we perpetually have to see and feel the truth 
of this principle. The industry itself seems so meritorious 
that there is a tendency to overuse it and to waste it. The 



86 NEW YORK UNIVERSITY 

getting of knowledge seems so good a thing that there is a 
tendency to clutter up the mind with knowledge which has 
been slowly and laboriously acquired, but which, with the 
limitations that we all of us know human intelHgence has, 
tends to keep other knowledge out. One of the leading 
educational authorities says, in discussing the requirements 
for admission to college, that education in geometry should 
begin in the kindergarten, and go on continuously ; in other 
words, that it should take twelve years. This is eleven and 
a half years too much. What can we do with such slowly 
and laboriously acquired knowledge? Far better to take 
a half year to train the boy to fix his attention on a subject, 
to get work done, to be in a position to do things. In after 
life he will not have twelve years to master his law cases 
in; he will not have twelve years to decide on the diagnosis 
of his medical cases. We want to develop not merely knowl- 
edge and not merely industry, but mental efficiency. The 
danger by which we are beset, the danger by which men 
in the educational profession are more beset than anybody 
else, is to measure our work by the amount of knowledge 
gained, instead of measuring it by the amount of power 
gained. 

Gentlemen, I congratulate you that the new head of New 
York University as an educator merits this superlative 
praise, that, from the beginning to the end, he knows the 
difference between a stuffed bird and a live one." 

The Toastm aster : "Among the universities represented 
here to-night, the third in the order of seniority is 'Old 
Nassau.' Are you all guessing who is going to be her presi- 
dent? Her representative is Professor William Francis 
Magie, whom it is my pleasure to introduce." 

WILLIAM FRANCIS MAGIE, A.M., PH.D., PROFESSOR OF PHYSICS, 
PRINCETON UNIVERSITY 

"Mr. Toastmaster, Mr. Chancellor, Ladies and Gentle- 
men : — 

When your very energetic secretary, who is also my very 
pleasant table companion, asked me to speak a few words to 
you this evening, I at once set about trying to follow his 
advice as well as I could. I went to a very dear friend of 
mine who often gives me advice, and I asked him how I 
could succeed, what I ought to do in order to make this 
speech and say a few well-chosen words. He wouldn't give 
me any help at all. All he would tell me was a speech he 
once heard made by a distinguished man at Oxford. It was 



THE INAUGURATION 87 

at a public dinner which had lasted till twelve o'clock. 
Finally Professor Mahaffy, the famous Irish wit of Dublin, 
was called upon tO' speak. He was noted for his eloquence. 
He arose and said : 'Gentlemen, at this time of night the 
finest eloquence is silence.' I thought that was a splendid 
lead for my speech. I thought perhaps being a professor 
I should come on after these distinguished college presi- 
dents who are on this list, and I thought perhaps it might 
be tv/elve o'clock before I was called upon, so that I could 
try the same method as Professor Mahaffy. I was pretty 
sure that if my old friend, the President of Columbia, only 
could get going before I came on, he would run on until 
twelve o'clock without much doubt. As that is not the case, 
and as I have to take the precedence, which comes from my 
being connected with the third oldest of the colleges that are 
here represented, I shall certainly have to do something 
more than that. 

As I was sitting in the exercises this morning, several 
things occurred, several things were said, which raised 
thoughts in my mind, upon one or two of which I should 
like to say a word. In the first place, I was shocked by the 
remark made by your honored, your venerated Ex-Chancel- 
lor about the State in which Princeton happens to be, which 
also is the State in which I happen to have been born, and 
of which I have been a citizen ever since I was born, the 
State of New Jersey. He treated that State of New Jersey 
just exactly as if New York was a first-class European 
power, and New Jersey was on the other side of the Medi- 
terranean. He annexed the most important part of New 
Jersey in population, simply in order to amplify the popu- 
lation of the City of New York. We New Jersey men al- 
ways have felt that curious sensation of being thought of 
as in a foreign and inaccessible country. It always has 
seemed to me that to the New York men New Jersey is at 
an infinite distance; that the Hudson River is not only un- 
navigable, but a thousand miles deep ; that the Palisades 
cannot be flown over with the best aeroplane and that the 
salt meadows, if you tried to get over them, are simply im- 
passable. New Jersey is altogether out of your world. 
When I heard those gentlemen speak who were called upon 
as the representatives of foreign universities, I felt that I 
certainly should stand in precisely the same position. In 
fact, I thought I should represent to-night the only foreign 
university that would have the privilege of speaking at this 
table. 



88 NEW YORK UNIVERSITY 

But, after all, as the speeches went on, it interested me 
very much to find in how many respects the history of 
Princeton and the aims of Princeton and the condition of 
Princeton resemble those of the New York University. We 
were started years and years ago by a little body of Presby- 
terian ministers, mostly Presbyterian ministers, not all, by 
laymen and others who were of other denominations, but 
we were started as a protest against the too rigid theology 
of New England. We were maintained, as the New York 
University has been maintained, for a long time largely 
by the support of that great ecclesiastical body, the Presby- 
terian Church, though we, just as the New York University, 
have had ever since our beginning the distinction, I think it 
is the almost unique distinction among the older institutions, 
of being from the beginning free from any restriction as to 
theological or denominational connection in our body of 
students, in the faculty, and in the Board of Trustees. We 
have always been, as you are, free from any such connec- 
tion. We have grown, as you have grown, so as gradually 
to loosen the bonds which connected us with a particular 
denomination and to make our connection with the general 
world somewhat more free, somewhat more complete. 

And then another thing: Princeton is distinctly a coun- 
try university. It is one of the things we are very, I won't 
say proud of, because you can't be proud of the fact that 
you happen to be in one place rather than in another, but a 
thing we are very well satisfied with. There are a great 
many things that are pleasant and good about a country 
university. All of the professors don't have to be so careful 
to keep the creases in their trousers. The students don't 
have to be quite so careful about the way they dress and 
go about. I think it is a little easier for a poor man probably 
in a country university, and if we don't have plenty of poor 
men in our universities^ we lose a great deal. Then I think 
it is a good thing, too, that the country university has its 
play and its work pretty closely connected. Here on your 
campus of New York University you have a football field 
that is a good deal nearer your work rooms than our foot- 
ball field is. Of course it is easier for me to get to the 
golf links. I don't believe the professors here have quite 
such an easy time as I do in that respect. But still in this 
new place, this place upon which you have at last, after so 
much striving, succeeded in placing your university, in this 
new place you do have this feeling of being in the country, 
being in a place where you have room to expand. I tell you 



THE INAUGURATION 



89 



the time has gone by when a German prince could set aside 
an old palace he was tired of, appoint a dozen distinguished 
men as professors and start a university. That time has 
gone by. It is especially on account of the diversity of 
studies, which need enormous plants, which need labora- 
tories and buildings in which experiments can be carried 
on that our universities are demanding plenty of room. You 
cannot have those things, at least you can't have them 
where you can get at them without room. We can see this 
tendency to spread out even in the great universities that 
happen to be in cities. They are all trying to get out to the 
borders. Johns Hopkins is moving out to the suburbs of 
Baltimore. Yale, I think, has just put some of its most im- 
portant recent buildings at a distance from the old uni- 
versity, and you have done exactly the same thing. You 
have got out to a place where you have a lot of room. I 
congratulate you and I congratulate the distinguished gen- 
tleman under whose guidance that result was attained, that 
you have succeeded in getting a place like that, where you 
can spread yourselves a little, where the self-consciousness 
of the university can have a chance to develop. 

I was talking with a young man whom I know very well, 
a recent graduate of this institution, who knows Princeton 
too. He told me that the life here in the university on the 
Heights was very much the same sort of life as that we 
have, and I felt that I could in that way have a sympathy 
with you and with your life that it would be difficult for 
me to have in other cases. I wish to congratulate you upon 
having that opportunity to have this country life. 

Mr. Chancellor, I wish to convey to you from the Fac- 
ulty of Princeton University, from the Trustees and from 
all of us, our most hearty congratulations on your selection 
to this high office, and our sincere hope and expectation 
that your administration will be crowned with the most 
abundant success." 

The Toastmaster : "In his inaugural address this morn- 
ing, Chancellor Brown expressed the hope that the univer- 
sities and colleges in this city might confer for the advance- 
ment of education within its bounds. That conference is 
about to begin. The time has passed for competition be- 
tween the universities and colleges of the City of New York, 
when their halls are crowded beyond the possibility of prop- 
erly caring for the students who are flocking to their doors 
and are going to flock to their doors in ever-increasing 
numbers. I propose the health of Columbia. May her 



90 NEW YORK UNIVERSITY 

shadow never be less, and I present to you as her represen- 
tative, the Educator, PubHcist, Diplomat, Messenger of 
Peace, President Butler." 

NICHOLAS MURRAY BUTLER, PH.D., LL.D., LITT.D., PRESIDENT 
OF COLUMBIA UNIVERSITY 

"Mr. Chairman — I direct your attention to the subtle skill 
with which my old friend Magie, having first distracted 
your attention by an anecdote relating to the substitution of 
silence for oratory, proceeded to leave me but one hour 
and twenty minutes before midnight ! 

I became very much alarmed at one time this afternoon 
at the solemnity of the functions on the Heights. The very 
earnest exhortations and orations began to make me think 
that instead of having come to a baptism, I had arrived at a 
funeral; but those fears have been removed by the cheers 
and the songs and the very appropriate note of levity which 
has now been introduced into this occasion. Because, Mr. 
Chancellor, I want to tell you that being a college president 
is great fun. You must not believe all these serious things 
they have been telling you. There is really nothing like it. 

In the first place, a college president lives on a diet of 
professors. He eats a professor of sociology for breakfast 
preferably, and if your wife is discreet, you have a man 
in literature for dinner. It is a really admirable 
and nutritious diet. In the second place, I assure you 
that in the course of a year you will meet or hear from 
one-half of the wise men and all of the lunatics in the 
community. 

Then, in the next place, you will, if you are as well 
equipped for the post as I believe you to be, speedily become 
a liar. All college presidents are liars ex officio. I remem- 
ber some years ago that when my dear friend. Dr. Can- 
field, became Chancellor of the University of Nebraska, he 
was called a liar by a local newspaper or by some conten- 
tious person within thirty days. He was walking with 
President Eliot of Harvard one Sunday afternoon, while 
we were all together attending an educational meeting, and 
Mr. Eliot said to Dr. Canfield, 'Well, Canfield, I see that you 
are a liar?' 'Yes,' said Canfield, 'I am,' and added, T sup- 
pose, Mr. Eliot, they have often called you a liar?' 'Oh!' 
said Mr. Eliot, 'worse than that; they have proved it.' 

A little while afterward 1 told that story to the late 
Senator Hanna of Ohio. I wanted to indicate to him that 



THE INAUGURATION 93 

politicians had no monopoly of this one of the fine arts. 
'Oh,' he said, 'let me tell you a story that will illustrate 
just how that reputation of being a liar arises.' He said 
that when he went down to Washington with Major Mc- 
Kinley after his election to the Presidency, he met a friend 
of theirs from a small town in Ohio, who came up to him 
and said, 'Why, Mr. Hanna, congratulate me.' Mr. Hanna 
replied, 'On what?' 'Why,' answered the man, 'I am going 
to be Ambassador to Italy.' 'Ambassador to Italy, you !' 
'Why, certainly,' he said, 'certainly.' 'Why,' asked Senator 
Hanna, 'what makes you think so?' 'Well,' was the reply, 
'Major McKinley promised it.' 'Oh, I know,' said Mr. 
Hanna, 'but what did he sayV 'Why, we were talking about 
it, and he just promised it.' 'I know,' insisted Mr. Hanna 
again, 'but you can recollect the conversation ; what did he 
sayf 'Why,' I said, 'Major, I have been a friend of yours, 
and I have supported you always, and I thought I would 
like to ask you if perhaps I could have an appointment?' 
'Why, certainly,' said the Major, 'I think so; what would 
you like?' 'Well,' I said, 'I have been looking through the 
red book, and I sort of picked out the Ambassador to Italy ; 
and then — then he promised it to me.' 'I know,' said Mr. 
Hanna, 'but what did he say, when he promised it to you?' 
'Why,' he said, 'John, what an idea!' Forever after that 
man believed Major McKinley was a liar, for the ambas- 
sadorship never came his way. 

You may have observed, you have not had time to read 
the newspapers to-day, that the gentlemen who collect the 
ashes and the garbage in this town have gone on a strike, 
because they do not want to work at night. I say to you 
now that you need not try that. The rules of our union 
are • a minimum sixteen-hour day, and the only poet 
who ever understood what we have to do was Rudyard 
Kipling. He did not write it about college presidents, but 
that was, I think, merely a slip of the pen. You remember 
he wrote about a certain type of human being in whom he 
was interested, and said : 

'His work begins at God-knows when ; his work is never 
through. 

He doesn't belong to the regular line, and he isn't one of 
the crew. . . . 

You can leave him at night on a bald man's head to 
paddle his own canoe ; 

He is a sort of a blooming cosmopolouse, soldier and 
sailor, too.' 



94 NEW YORK UNIVERSITY 

And you will find, my dear Chancellor, that Mr. Kipling 
hit it about right. You will be surprised at the questions 
you will be asked, and that you will answer; because om- 
niscience is necessary, absolutely necessary, in the office of 
college president. If you flinch in the face of a question 
you are gone. You must know all about it — at least till you 
can get away. 

Of course, there are persons who have quite a different 
idea of this office, but they are always persons of one of 
two kinds : either those who have held the office and do not 
hold it any more, or those who have wanted to hold it and 
have not held it. Both kinds have an angle of vision that 
interferes a little with looking the facts in the face. The 
real fact of the matter is that to be a college president is the 
greatest fun in the world. You associate with the best 
human beings that there are. You see them at their best. 
You try to do things that every intelligent man and w^oman 
in the universe believes are worth doing, and everybody 
who has got a soul or a brain bigger than the head of a pin 
wants to help you. 

Despite the seductive picture of a golf course, which 
Magie drew just now — because you can get to a golf course 
from here — I am glad you have come to town. I have not 
so much opinion of these country places where they do not 
have pavements and water supply and various other things. 
I have a weakness for comfort. 

Let me tell you a little about this town. It is a very 
queer place. Everybody in New York and outside of it 
abuses it, but they all like it pretty well. There is a sort 
of feeling that in order to prove that you are a loyal New 
Yorker or loyal American, you must say something dis- 
agreeable about New York. For instance, some disagree- 
able man says that the subway is noisy, that the elevated 
roads darken the streets, and that the streets themselves 
are torn up. Just look for yourself and see. Those state- 
ments are without any basis, in fact. Of course, they have 
to lay a pipe, I suppose, now and then, even in a city ; but 
as a general rule, I mean, you will find here all the attrac- 
tions and comforts of a simple Christian home. 

Then, you will find people to talk to. I predict that you 
will make three hundred speeches in the next twelve months. 
and that after declining seven invitations out of eight. 
You will find companionship and society of all sorts and 
kinds ; and after you have been enjoying it a little while, 
if you are turning through the pages of your Longfellow, 



THE INAUGURATION 95 

you will come some day upon this, and you will do what I 
did — you will cut it out and paste it on a cardboard and put 
it on your desk, because it is splendid and it is true. Long- 
fellow wrote these words : 'Where shall the scholar live, in 
solitude or in society? In the green fields, where he can 
hear the heart of nature beat, or in the dark gray city, 
where he can feel and hear the throbbing heart of man? 
I make answer for him, and I say, in the dark gray city.' 

I am glad, my friend, that your lot is going to be cast 
in this city. Do not be worried about its extent, about the 
complexity of its population, about the excellence of its gov- 
ernment, about any of the problems that are connected 
with it, for they are the temptation, the inducement, 
and the incentive, to doing things that are really worth 
while. There never was, there never has been in modern 
times such a theater, such a platform for educational ac- 
tivity and influence, as is afforded by this great metropolitan 
community at the beginning of the twentieth century. Pour- 
ing in through these gates come the great populations of 
Europe, settling here to learn our institutions, to become 
part and parcel of our body politic, to catch the spirit of 
our civilization and our laws, and to help those who came 
first to work out the great problem of democracy at the 
gates of the continent. Where can you work with a longer 
lever than here ? Where can you help raise a heavier weight, 
and from what fulcrum can you exert a mightier force? I 
say to you, my friend, friend of many years, there is no 
room in American education for institutional competition. 
There cannot be, there dare not be ; for with every institu- 
tion in this land bound together as a unit, we would yet be 
feeble before the task that nature and human nature have 
set us. It is madness to suppose that every man, every force, 
every element of progress and uplift is not needed. We 
need it all, and by working together in close sympathy, with 
complete understanding, before our generation closes we 
can make this New York what it ought to be — not merely 
one of the world's great centers of population ; not merely 
one of the world's great centers of commerce and trade and 
industry and finance and accumulated wealth ; but one of 
the world's great beacon liglits, where the things of the 
human spirit, the things that find expression in words, in 
deeds, in the achievements of art, and letters and science, 
in human institutions, are held up as the goal, not only for 
our dear America, but for all the world. God bless you, as 
you put your hand to your share in that stupendous task." 



96 NEW YORK UNIVERSITY 

The Toastmaster : 'T invoke your sympathy with Presi- 
dent John H. Finley in the fresh bereavement which de- 
prives us of his presence here to-night, and leaves him 
fatherless. In silence may we drink to the health of 
President Finley and the College of the City of New York." 

[Toast to President Finley and the College of the City 
of New York.] 

The Toastmaster: ''One of the youngest of our uni- 
versities, whose phenomenal growth has almost overshad- 
owed the State of New York, is Cornell University. I pro- 
pose a health to Cornell and to her President, Doctor Schur- 
man." 

JACOB GOULD SCHURMAN, A.M., SC.D., LL.D., PRESIDENT OF 
CORNELL UNIVERSITY 

'T desire, Mr. Chancellor, to present to you not only my 
own personal greetings, cordial as they are, and naturally 
as they grow out of our acquaintance and friendship, but 
also the greetings and good wishes of Cornell University, 
and the assurance of our desire to co-operate with you, and 
with our sister institutions in the State and out of it, for 
advancing the great work to which we are all dedicated. 

In spite of the levity in which my friend Butler has in- 
dulged in his admirable speech, your office is a pretty difficult 
one. I believe Mr. Roosevelt said that the presidency was 
a bully place to preach from. Well, the presidency of a col- 
lege or university offers, as Brother Butler has said, in- 
numerable opportunities for speeches. But there is a lot of 
hard work in it, and there are difficulties inherent in the 
situation of American universities, difficulties peculiar to 
this country. I think the presidency of an American uni^ 
versity is, with the exception of one or two public positions, 
the hardest office in the United States. And it is the hardest 
because the president has to deal with so many different 
problems and get on with so many different sets of men. 
The American university is composed of heterogeneous ele- 
ments, bound together no doubt for a common purpose and 
engaged in a common work, but heterogeneous they remain. 
The members of the institution look at things necessarily 
from different and often opposing points of view. The 
point of view of a member of the board of trustees, Mr. 
Chairman, as you perhaps know, is very different and often 
radically opposed to the view of a professor. In nine cases 
out of ten the professor is right and the trustee is wrong; 



THE INAUGURATION 97 

but the trustee holds the whip hand, because he controls the 
finances, and the president has got to get on reasonably well 
with both the trustees and the professors. The professors 
look at everything as they should from the point of view 
of the ideal, — of scholarship, science, and culture. The 
board of trustees often look at everything from the point 
of view of dollars and cents, and many of them think no 
more of decapitating a professor than of dismissing a cash- 
boy. Yet, no university in this or any other country can 
be conducted on the principles for which such trustees 
would stand. Then the president has to deal with the alumni 
and the students, again different groups with different 
points of view. Here to-night are college and university 
professors and presidents galore. Haven't we all had ex- 
perience of the fact that when some great and important 
change is made in the curriculum, many old students and 
alumni see in the beneficent change a sign of deterioration 
and decay? 'Things are not what they used to be when I 
was a student at the university !' Or, again, look at the 
matter from the point of view of the students. A court in 
taking evidence puts on the witness stand, not the offenders 
themselves, but others, and asks them questions. That 
violates the student's sense of propriety. It is dishonorable 
for him to tell anything about his fellow students. You 
may ask him about himself, but not about others. This is 
an example of the peculiar code of honor by which our 
students are guided. Well, the university president has also 
to get on reasonably well with these other two groups — with 
students and alumni — who constitute a university, else his 
tenure of office is likely to be brief. 

That reminds me to say something of the tenure of 
office. It is astonishing how rapidly changes occur in the 
presidencies of American colleges and universities. I won- 
der if any of you ever looked the matter up. I did recently 
because I am completing my twentieth year as president. 
I have seen changes in the presidencies of Harvard, Yale, 
Princeton, Pennsylvania, Johns ITopkins, Chicago, Brown, 
Wesleyan, and all the colleges and universities of New Eng- 
land but two. There is not to-day a president in a college 
or university to which young men repair in the State of 
New York who held office when I was appointed, nearly 
twenty years ago. In the middle west and far west we 
have state institutions, nearly four dozen of them. Not a 
single state university has to-day the same president as 
it had when I was elected to the presidency of Cornell. In 



98 NEW YORK UNIVERSITY 

the World's Almanac of that time, there were nearly five 
hundred institutions called colleges and universities. Some 
four hundred and sixty or seventy have changed presidents 
in the interval. I begin, Mr. Chancellor, to be retrospective. 
I shake hands with you, venerable sir (nodding to Henry 
Bond Elliot), while I congratulate you on the admirable and 
eloquent speech with which you represented the alumni this 
morning. 

I believe our Bibles tell us that when the sons of God 
presented themselves, Satan came also. I understand that 
modern commentators declare that Satan wasn't an evil 
spirit, but the sifting agency of Providence. We presidents 
of colleges and universities are in constant contact with 
that disposition of Providence, and the changes brought 
about by it are exceedingly numerous. But don't for a mo- 
ment infer, Mr. Chancellor, because I present these facts, 
for facts they are, that 1 don't agree with my friend Butler, 
that the office is a good one to hold. You will have a man's 
work to do, two men's work indeed, most of the time. So 
that the first qualification to-day for a university presidency 
is good health. And the second, since you are always ex- 
posed to criticism, or likely to be, is a tough skin. But there 
IS much work to do, and it is enjoyable work, and it is the 
best work there is in the world. That is the thing about it 
that dignifies and exalts the office. We are engaged in a 
work which everybody recognizes, as, if not the most impor- 
tant work in the world, at any rate second only to that of 
moral and religious reform. And we have got the public, 
I believe, more enthusiastically and confidently behind us 
to-day than any other callmg. And we are doing a most im- 
portant work. And it is a great thing for any university 
president to be privileged to feel himself a leader in that 
work, to be the first servant of the university, to represent 
the scholars and the scientists, who in very truth constitute 
the university, to be chief adviser, not the only adviser, still 
less the dictator, but to be the chief adviser in connection 
with the great work to which the University is dedicated. 
This, Mr. Chancellor, is the sort of work to which we bid 
you welcome and in wdiich we wish you God-speed." 




THE FIRST SIX CHANCELLORS OF THE UNIVERSITY 



THE INAUGURATION lOI 

LIST OF DELEGATES 
FROM INSTITUTIONS IN FOREIGN COUNTRIES 

UNIVERSITY OF OXFORD— i 

Rt. Hon. James Bryce, O.M., D.C.L., LL.D., D.Litt., 
British Ambassador; Honorary Fellow of Trinity 
and Oriel Colleges. 
UNIVERSITY OF ABERDEEN— 2 

Andrew Carnegie. LL.D., Lord Rector. 
UNIVERSITY OF CHRISTIANIA— 2a 

Ragenwald Ingelsigton, M.D., Fallow. 
DALHOUSIE COLLEGE— 3 

George W. Schurman, B.A., LL.B., Alumnus. 

UNIVERSITY OF TORONTO— 4 

Hon. Mr. Justice William Renwick Riddell, 
L.H.D., F.B.S., Member of the Senate of the Uni- 
versity of Toronto. 
McGILL UNIVERSITY— 5 

John Godfrey Saxe, Esq., Alumnus. 
ROBERT COLLEGE, TURKEY— 6 

Rev. Edward B. Coe, D.D., Trustee. 
SYRIAN PROTESTANT COLLEGE— 6a 

Frederick Jones Bliss^ Ph.D., Alumnus. 
NANKING UNIVERSITY, CHINA— 7 

Rev. John Williams, M.A., D.D., Vice-President. 
URUMIA COLLEGE, PERSIA— 8 

Rev. W. a. Shedd, D.D., Professor. 
MEIJI GAKUIN COLLEGE, JAPAN— 9 

J. O. Ballagh, A.B., Professor. 

FROM INSTITUTIONS IN THE UNITED STATES 

UNITED STATES BUREAU OF EDUCATION— 10 
Fletcher B. Dresslar, Ph.D., Specialist in School 
Hygiene and Sanitation. 
NEW YORK STATE EDUCATION DEPARTMENT— 
II 
Andrew S. Draper, LL.D., Commissioner. 
Augustus S. Downing, M.A., Pd.D., LL.D., First 
Assistant Commissioner. 
HARVARD UNIVERSITY— 12 

Paul FIenry Hanus, LL.D., Professor of luiucalion. 



IC2 XEW YORK UXIVEESITY 

YALE UXR'ERSITY— 13 

Arthur Twixixg Hadley. LL.D.. President. 
UXR'ERSITY OF PEXXSYL\'AXL\— 14 

Edgar Fahs Smith. Ph.D.. Sc.D.. LL.D.. Provost. 

TosiAH H. Pexximax, Ph.D.. LL.D.. Ahce-Provost. 
PRIXCETOX UXR^ERSITY— 15 

Hexry Burchard Fixz. Ph.D.. LL.D.. Dean of the 
Faculty: Dean of Departments ci Science: Dod 
Professor of ^Nlatliematics. 

\\'iLLL\M Fraxcis iNL\GiE, Ph.D.. Professor of Pliysics. 
COLU:sIBL\ UXR'ERSITY— 16 

Nicholas Murr-\y Bltler, Ph.D.. Litt.D.. LL.D.,, 
President. 

Frederick Paul Keppel. A.B.. Dean of the College. 
BROWX' UXRTiRSITY— 17 

Alexaxder Meiexejohx. Ph.D.. Dean. 
RUTGERS COLLEGE— 18 

\\'ill:a:.i Hexry Steele Dem.\rz5t, D.D.. LL.D., 
President. 
DARTMOUTH COLLEGE— 19 

Erxest Fox X'ichols, Sc.D.. LL.D.. President. 

Charles F. iNL\THEwsox. M.A.. Trustee. 
HA^IPDEX' SIDXEY COLLEGE— 20 

Tl'QGZ Roger Atkixsox Pryor, LL.D., Senior 
Alunmus. 

Clemext C. Gaixes. iNLA.. Alnmnns. 
DICKIXSOX COLLEGE— 21 

EuGEXE Allex X'oele. P::.D.. S.T.D.. L.H.D.. Presi- 
dent. 

Horatio C Kixg. AM.. LL.D.. Aiumnns. 
ST. TOHX'S COLLEGE— 22 

Thomas Fell, Ph.D.. D.C.L.. LL.D.. President. 

Herbert Xoble. LL.D., Alinnnns. 
UXR'ERSITY OF PITTSBURG— 23 

Saml'el Black McCormick, D.D.. LL.D.. Chancellor. 

S. B. Lixhart. A.M., D.D.. Secretary. 
GEORGETOWX UXRhERSITY— 24 

Joseph Ha\'exs Rich-\rds. S.T.. former President. 

Teax Felix Poulaix des Garexxes. LL.AL. Alumnus. 
UXR'ERSITY OF XORTH CAROLIXA— 2^ 

Fraxcis Prestox Vexasiz, Ph.D.. ScD.. LL.D., 
President. 

Augustus Vax AVyck. iM.A.. Alumnus. 



THE INAUGURATION IO3 

UNIVERSITY OF VERMONT— 26 

Samuel Eliot Bassett^ Ph.D., Professor of Greek. 
WILLIAMS COLLEGE— 26A 

Asa Hervey Morton^ L.H.D., Professor of Natural 
Theology. 
WASHINGTON AND TUSCULUM COLLEGE— 27 

C. O. Gray, D.D., President. 
BOWDOIN COLLEGE— 28 

W. W. Lawrence, Ph.D., Akimnns. 
UNIVERSITY OF TENNESSEE— 29 

Brown Ayres, Ph.D., D.C.L., LL.D., President. 
UNION UNIVERSITY— 30 

Charles Alexander Richmond, D.D., Chancellor of 
Union University ; President of Union College. 
LIBRARY OF CONGRESS— 31 

Herbert Putnam, LL.D., Librarian. 
MIDDLEBURY COLLEGE— 32 

John Martin Thomas, D.D., President. 

Alonzo Barton Hepburn, D.C.L., LL.D., Trustee. 
WASHINGTON AND JEFFERSON COLLEGE— 33 

James David Moffat, D.D., LL.D., President. 
MIAMI UNIVERSITY— 34 

Benjamin Marshall Davis, Ph.D., Professor of 
Agricultural Education. 
THEOLOGICAL SEMINARY OF THE PRESBYTE- 
RIAN CHURCH AT PRINCETON, N. J.— 35 

James Oscar Boyd, Ph.D., Professor of Old Testament 
Literature. 
HAMILTON COLLEGE— 36 

Elihu Root, LL.D., Chairman of the Board of 
Trustees. 
GENERAL THEOLOGICAL SEMINARY— 37 

Herbert McKenzie Denslow, D.D., Acting Dean. 

Rev. Charles N. Shepard, M.A., B.D., Professor. 
AUBURN THEOLOGICAL SEMINARY— 38 

George Black Stewart, D.D., LL.D., President. 
UNIVERSITY OF VIRGINIA— 39 

Charles Baskerville, Ph.D., F.C.S., Alumnus. 

Robert L. Harrison, Esq., Alumnus. 
COLGATE UNIVERSITY— 40 

William Magnum Lawrence, D.D., President of the 
Corporation. 
NORWICH UNIVERSITY— 4T 

Edward D. Adams, LL.D., Alumnus. 

Charles II. Nichols, C.E., Alumnus. 



104 ^'E^v york uxr-ersity 

AMHERST COLLEGE— 42 

George Harris, D.D.. LL.D.. President. 
Frederic Lixcolx Thompson, ]\LA.. Professor of 
History. 
GEORGE WASHIXGTOX UXR'ERSITY— 43 

Charles H. Stocktox. LL.D.. President. 
TRIXITY COLLEGE ( COXX.i— 44 

Hexry Augustus Perkixs. E.E.. ^TA.. Professor of 
Phvsics. 
KEXYOX COLLEGE— 45 

ToHX Brooks Leavitt, LL.D.. Alnmnns. 
REXSSELAER POLYTECHXIC IXSTITUTE— 46 
Palmer Chameerlaixe Ricketts. C.E., E.D.. LL.D., 

President. 
Dwixel Frexch Thompsox, B.S.. Professor of 
Descriptive Geometrv. 
THEOLOGICAL SE^HXARY OF THE REFOR:vIED 
CHURCH IX THE UXITED STATES— 47 
ToHX Prestox Searle, D.D.. President. 
AVESTERX RESERVE UXR'ERSITY- 48 

Charles Frax'Cis Thwixg. S.T.D,. LL.D.. President. 
ILLIXOIS COLLEGE— 49 

Thomas \V. Smith^ D.D., Trustee. 
R.\XDOLPH-MACOX COLLEGE— 50 

Robert Emery Blackwell. ^I.A.. President. 
WESLEYAX UXR'ERSITY— 51 

\ViLLiAM Arxold Shaxklix, L.H.D.. D.D.. LL.D., 
President. 
LAFAYETTE COLLEGE— 52 

Ethelbert Dltdley "Warfield, D.D.. LL.D., President. 
PEXXSYLA'AXIA COLLEGE— 53 

Williaai Axthony Grax\'ille, Ph.D.. President. 
Juxius Bexjamix Remexsxyder. D.D.. LL.D.. Alum- 
nus. 
HAA'ERFORD COLLEGE— 54 

Isaac Sharpless. Sc.D.. L.H.D.. LL.D.. President. 
OBERLIX COLLEGE— 55 

Charles AVhitixg AVilliams. ^I.A., Assistant to the 
President. 
HARTFORD THEOLOGICAL SE:\IIXARY— 56 

Lewis Bayles Patox. D.D.. LL.D.. Xettleton Pro- 
fessor of Old Testament Exegesis and Criticism. 
Edwix Kxox ^Mitchell. D.D.. Professor. 
TULAXE UXIVERSITY— 57 

F. H. KoHLMAX, LL.B., President Xew York Alumni 
Association. 



THE INAUGURATION 105 

UNION THEOLOGICAL SEMINARY— 58 

Francis Brown, Ph.D., Litt.D., D.D., LL.D., Presi- 
dent. 

Charles Ripley Gillett, D.D., L.H.D., Secretary to 
the Faculty. 
ALFRED UNIVERSITY— 59 

BooTHE CoLWELL Davis, Ph.D., President. 
UNIVERSITY OF LOUISVILLE— 60 

John Patterson, M.A., Litt.M., LL.D., Dean of Col- 
lege of Arts and Sciences. 
KNOX COLLEGE— 61 

Thomas McClelland, D.D., LL.D., President. 
UNIVERSITY OF MICHIGAN— 62 

Harry Burns Hutchins, LL.D., President. 
MOUNT HOLYOKE COLLEGE— 63 

Mary Emma Woolley, L.H.D., President. 

Clayton Charles Kohl, Ph.D., Professor of Edu- 
cation. 
DE PAUW UNIVERSITY— 63A 

Guy M. Walker, Esq., Alumnus. 
TRINITY COLLEGE (N. C)— 64 

William Preston Few, LL.D., President. 
FORDHAM UNIVERSITY— 65 

V. E. Sorapure, M.B., Ch.B., F.R.C.S., Pro-Dean of 
the Schools of Medicine and Pharmacy. 
UNIVERSITY OF MISSOURI— 66 

Walter Rautenstrauch, B.S., Alumnus. 
BELOIT COLLEGE— 67 

Edward Dwight Eaton, D.D., LL.D., President. 
CARROLL COLLEGE— 67A 

Charles L. Thompson, D.D., LL.D., Alumnus. 
SMITHSONIAN INSTITUTION— 68 

Frederick W. True, M.S., LL.D., Assistant Secretary. 
EARLHAM COLLEGE— 69 

Samuel B. Heckman, Ph.D., Alumnus. 

Robert Underwood Johnson, L.H.D., Alumnus. 
STATE UNIVERSITY OF IOWA— 70 

William B. Guthrie, Ph.D., Alumnus. 
COLLEGE OF THE CITY OF NEW YORK— 71 

John Huston Finley, A.M., LL.D., President. 

FiTz Gerald Tisdall, Ph.D., Professor of the Greek 
Language and Literature. 

Harry C. Kkowl, Ph.D.. Assistant Professor of Fncr- 
hsh. 



I06 NEW YORK UNIVERSITY 

Louis Delamarre, Ph.D., Assistant Professor of 
French. 

Charles A. Downer, Ph.D., Professor of Romance 
Languages. 
GRINNELL COLLEGE— 72 

Joseph Hanson Thomas Main, Ph.D., President. 

Albert Shaw^ Ph.D., LL.D., Alumnus. 
ST. FRANCIS XAVIER COLLEGE— 73 

Joseph H. Rockwell_, S.J., President. 
UNIVERSITY OF WISCONSIN— 74 

Gilbert E. Roe, Esq., Alumnus. 

Walter T. Arndt, A.M., Alumnus. 
UNIVERSITY OF ROCHESTER— 75 

Frederick Jones Bliss, Ph.D., Dean. 
NORTHWESTERN UNIVERSITY— 76 

Abram Winegartner Harris, Sc.D., LL.D., President. 

MiLO Roy Maltbie, Ph.D., Alumnus. 

Arlo Ayres Brown, A.B., Alumnus. 
TUFTS COLLEGE— 77 

Frank George Wren, A.M., Dean of Faculty of Arts 
and Sciences and Faculty of College of Letters. 
CORNELL COLLEGE— 78 

Edward T. Divine, Ph.D., LL.D., Alumnus. 
BROOKLYN POLYTECHNIC INSTITUTE— 79 

Fred Washington Atkinson, Ph.D., President. 
PENNSYLVANIA STATE COLLEGE— 80 

Addams Stratton McAllister, E.E., Ph.D., Profes- 
sorial Lecturer in Electrical Engineering. 
LENOX COLLEGE— 80A 

Elmer Ellsworth Reed, D.D., President. 
ST. STEPHENS COLLEGE— 81 

William C. Rodgers, M.A., S.T.O., President. 
ST. LAWRENCE UNIVERSITY— 8ia 

Almon Gunnison, D.D., LL.D., President. 
ALBION COLLEGE— 82 

Samuel Dickie. M.S., LL.D., President. 

Frank Andrews Fall, M.A., Alumnus. 
MASSACHUSETTS INSTITUTE OF TECHNOLOGY 

-83 

George B. Wendell, Ph.D., Alumnus. 
Charles Russell Richards, M.E., Alumnus. 
VASSAR COLLEGE— 84 

James Monroe Taylor, D.D., LL.D., President. 
Lucy Maynard Salmon, M.A., Professor of History. 
Daniel Smiley, Trustee. 



THE INAUGURATION 107 

KANSAS STATE AGRICULTURAL COLLEGE— 85 

Paul H. Fairchild, M.D., Alumnus. 
MANHATTAN COLLEGE— 86 

Brother Potamian, Sc.D. 
UNIVERSITY OF WASHINGTON— 87 

Charles Church More, C.E., M.S., Associate Pro- 
fessor of Civil Engineering. 
BATES COLLEGE— 88 

George Colby Chase, D.D., LL.D., President. 

Willis Eugene Lougee, M.A., Alumnus. 

Albert Fields Gilmore, B.A., Alumnus. 
GALLAUDET COLLEGE— 89 

Edward Allen Fay, Ph.D., Vice-President. 
MASSACHUSETTS AGRICULTURAL COLLEGE— 90 

Kenyon Leech Butterfield, M.A., President. 

George F. Mills, B.S., Dean. 
UNIVERSITY OF KANSAS— 91 

Edwin Emery Slosson, Ph.D., Alumnus. 
UNIVERSITY OF MAINE— 92 

Allen Rogers, Ph.D., Alumnus. 

Jeremiah Sweetser Ferguson, M.S., M.D., Alumnus. 
WORCESTER POLYTECHNIC INSTITUTE— 93 

Alexander Wilmer Duff, Sc.D., Professor of 
Physics. 
LEHIGH UNIVERSITY— 94 

Natt M. Emery, M.A., Vice-President. 

Charles L. Thornburg, C.E. Ph.D., Professor of 
Mathematics and Astronomy. 
UNIVERSITY OF WOOSTER— 94A 

Louis H. Severance, Esq., President E'oard of 
Trustees. 
DREW THEOLOGICAL SEMINARY— 95 

Robert William Rogers, Ph.D., Litt.D., D.D., LL.D., 
Professor of Hebrew and Old Testament Exegesis. 
CORNELL UNIVERSITY— 96 

Jacob Gould Schurman, Sc.D., LL.D., President. 
HOWARD UNIVERSITY— 97 

Wilbur Patterson Thirkield, D.D., LL.D., Presi- 
dent. 
MUHLENBERG COLLEGE— 98 

John A. W. Haas, D.D., President. 

George T. Ettinger, Ph.D., Dean. 
UNIVERSITY OF ILLINOIS— 99 

Edmund Janes James, Ph.D., LL.D., President. 



I08 XEW YORK UNIVERSITY 

OLR'ET COLLEGE— loo 

George Clare Sprague, Ph.D., Alumnus. 
UXTVERSITY OF CAL1F0RXL\— loi 

Harry Allex Overstreet, A.B.. Alumnus. 
UXR'ERSITY OF :\IIXXESOTA— 102 

Charles Peter Berkey, Ph.D.. Alumnus. 
WELLS COLLEGE— 103 

George Morgax Ward, D.D., LL.D., President. 

Louis Ffl\xklix Sxo\v, Ph.D., Professor of Educa- 
tion. 
EOSTOX UXIVERSITY— 104 

Lemuel Herbert ]vIurlix, D.D.. LL.D.. President. 

^L\RCUS Darius Buell, D.D., Dean. 
PURDUE UXIVERSITY— 105 

Daxiel Ralph Lucas, Ph.D., I\I.D.. Alumnus. 
SWARTH^IORE COLLEGE— 106 

Joseph Swaix, LL.D.. President. 

Isaac H. Clothier, }^I.A., Trustee. 
URSIXUS COLLEGE— 107 

Albert Edward Keigavix, D.D.. President. 

George Leslie Omavake. Ph.D. 
UXR^ERSITY OF ARKAXSAS— 108 

JoHX" X'ewtox Tillmax'. LL.D., President. 
NORMAL COLLEGE OF THE CITY OF XEW YORK 
— 109 

George Samler Davis, LL.D., President. 

Edward S. Burgess, Ph.D.. Sc.D., Professor of 
X'atural Science. 
OHIO STATE UXIVERSITY— 110 

William Oxley Thompsox, D.D., LL.D.. President. 

Halbert E. Payxe, A.B., Alumnus. 

Ralph D. ]\Iershox'. C.E., Alumnus. 
METROPOLITAX museum of ART— III 

Edward Robixsox. LL.D.. Director. 
STEVEXS IXSTITUTE OF TECHXOLOGY— 112 

Alexaxder Crombie Humphreys. LL.D., President. 
SMITH COLLEGE— 113 

IMariox' Le Roy Burtox, Ph.D.. D.D., President. 
VAXDERBILT UXR'ERSITY— 114 

James Hamptox Kirklaxd, Ph.D.. D.C.L.. LL.D., 
President. 
THE CHAUTAUQUA IXSTITUTIOX— 115 

Fraxk Chapix Bray, Ph.B.. Editor. 



THE INAUGURATION lOg- 

COLORADO COLLEGE— 1 16 

William Frederick Slocum, D.D., LL.D., President.. 
PARK COLLEGE— 117 

Rev. John L. Caughey, D.D., Akimnus. 
WELLESLEY COLLEGE— 118 

Sarah Frances Whiting, Sc.D., Professor of Physics 
and Director of the Whitin Observatory. 
PARSONS COLLEGE— 119 

Philo C. Hildreth, M.A., Professor. 
JOHNS HOPKINS UNIVERSITY— 120 

George Drayton Strayer, Ph.D., Ahimnus. 
LAKE FOREST COLLEGE— 121 

Robert Almer Harper, Ph.D. 
THE SOUTHERN EDUCATION BOARD— 121A 

Robert C. Ogden, M.A., LL.D., President. 
UNIVERSITY OF TEXAS— 122 

Joseph Lindsey Henderson, M.A., Associate Pro- 
fessor of Secondary Education. 
COE COLLEGE— 123 

Charles M. Jesup, Esq., Trustee. 
BRYN MAWR COLLEGE— 124 

M. Carey Thomas, Ph.D., LL.D., President 

Mary E. Garrett, Member of Board of Directors. 
CASE SCHOOL OF APPLIED SCIENCE— 125 

Charles Sumner Howe, Ph.D., Sc.D., LL.D., Presi- 
dent. 
UNIVERSITY OF SOUTH DAKOTA— 126 

Arnold L. Davis, A.B., Akimnus. 
UNIVERSITY OF NORTH DAKOTA— 126A 

Maxwell M. Upson, A.B., M.E., Alumnus. 
GOUCHER COLLEGE— 127 

John B. Van Meter, LL.D., Acting President. 

Mrs. William Van Valzah Hayes, A.B., Ahimnus. 
LELAND STANFORD JUNIOR UNIVERSITY— 128 

David Samuel Snedden, Ph.D., Ahimnus. 
JEWISH THEOLOGICAL SEMINARY— 129 

Solomon Schechter, Litt.D., President. 
AMERICAN MUSEUM OF NATURAL FIISTORY— 
130 

Frederic A. Lucas. Sc.D., Director. 
OCCIDENTAL COLLEGE— 131 

W. R. Crane, A.B., Ahimnus. 
CLARK UNIVERSITY— 132 

Henry Taber, Ph.D., Professor of Arathcmatics. 



NEW YORK UNIVERSITY 



UNIVERSITY OF CHICAGO— 133 

Harry Pratt Judson^ M.A., LL.D., President. 
UNIVERSITY OF ARIZONA— 134 

Edwix 'M. Blake, Esq., Alumnus. 
THE CHICAGO TRAINING SCHOOL AND INSTI- 
TUTE— 135 

Isaac Eddy Browx, A.^I. 
MILLS COLLEGE— 136 

Mrs. Philip Carpenter, A.B.. Alumnus. 
POMONA COLLEGE— 137 

Alfred Cummixgs Reed. ]^I.D., Alumnus. 
ADELPHI COLLEGE— 138 

Charles Herbert Levermore, Ph.D., President. 

William Clark Peckha:^. ]\I.A., Dean and Professor 
of Physics. 
THE CARNEGIE TECHNICAL SCHOOLS— 139 

Arthur Artox Hamerschlag, Sc.D., Director. 

CLARK COLLEGE— 140 

Edmund Clark Sanford. Ph.D., Sc.D., President. 
Martin Andree Rosaxoff, Sc.D.. Assistant Professor 
of Chemistry. 
ROCKEFELLER INSTITUTE FOR MEDICAL RE- 
SEARCH— 141 
Jerome D. Greene, A.B., General ^Manager. 
CARNEGIE INSi^ITUTION OF WASHINGTON— 142 

Elihu Root, LL.D., Trustee 
GENERAL EDUCATION BOARD— 143 

Starr J. Murphy, A.B., LL.B., ^lember of the Board. 
CARNEGIE FOUNDATION FOR THE ADVANCE- 
MENT OF TEACHING— 144 

Henry Smith Pritchett, Sc.D., Ph.D., LL.D., Presi- 
dent. 
Abraham Flexner, ]\I.A. 
RUSSELL SAGE FOUNDATION— 145 

John Mark Glenn, LL.B., M.A., Director. 
Leonard P. Ayres, Ph.D., Associate Director of the 
Department of Child Hygiene. 
DOMINION OF CANADA ROYAL C0M:\IISSI0N ON 
TECHNICAL EDUCATION— 146 
James W. Robertsox, C.M.G., D.Sc, LL.D., Chairman. 
George Bryce, D.Sc. 
AMERICAN SCANDINAVIAN SOCIETY— 147 
Carl Lorextzex, Secretary. 



THE INAUGURATION III 



INAUGURATION COMMITTEES 



GENERAL INAUGURATION COMMITTEE 

William M. Kingsley, A.M., Chairman. 

Lyman Abbott, D.D., LL.D.. L.H.D. 

Clarence D. Ashley, J.D., LL.D. 

J. Edgar Bull, A.B., LL.B. 

William F. Havemeyer. 

Willis Fletcher Johnson, L.H.D. 

Clarence Hill Kelsey, A.B., LL.B., AM. 

Egbert Le Fevre, M.D., Sc.D., LL.D. 

John H. MacCracken, Ph.D. 

WiUiam S. Opdyke, A.B. 

James A. O'Gorman, LL.D. 

Elihu Root, LL.D. 

Isaac F. Russell, D.C.L., J.D., LL.D. 

Eugene Stevenson, A.B. 

John J. Stevenson, Ph.D., LL.D. 

Francis H. Stoddard, Ph.D. 

George A. Strong, A.B., LL.B. 



112 NEW YORK UNIVERSITY 



DIRECTOR OF CEREMONIES 
Edward Hagaman Hall, L.H.M., L.H.D. 



CHAIRMEN OF COMMITTEES 

Chronicler Ernest Gottlieb Sihler, Ph.D. 

Coat and Robing Room Arthur H. Nason, A.M. 

Decoration Collins P. Bliss, A.M. 

Dinner .James Abbott, A.B. 

Finance William M. Kingsley, A.M. 

Invitation Frank A. Fall, A.M. 

Luncheon x\rchibald T. Bouton, A.M. 

Grand Marshal George C. Sprague, Ph.D. 

Medical College Samuel A. Brown, M.D. 

Program Elmer E. Brown, Ph.D., LL.D. 

Reception John H. MacCracken, Ph.D. 

Registration Bureau Arthur B. Lamb, Ph.D. 

Undergraduates Thomas J. Crawford 

Ushers Thomas W. Edmondson, Ph.D. 

Washington Square Joseph French Johnson, D.C.S. 



FEB 



3 1912 



LIBRARY OF CONGRESS 



l:l,tili!iiiiiii!ii 



m 
028 334 290 6 



